Era uma vez...

 

LOURDES MATA (*)

 

 

RESUMO

Uma das actividades de literacia familiar, a que se tem dado especial ênfase nos últimos anos, é a leitura de histórias. Tem-se verificado que esta prática pode, de uma forma lúdica, positiva e informal, proporcionar oportunidades várias para a transmissão de conceitos, conhecimentos, regras e competências de literacia, que influenciam de uma forma positiva a motivação e o processo de aprendizagem da linguagem

Neste sentido, procurámos caracterizar as práticas de leitura de histórias, em famílias com crianças de 5-6 anos, relativamente a vários aspectos, como por exemplo: freqüência; tempo médio utilizado; iniciativa para essa leitura; interesse da criança; razões que levam os pais a lerem histórias; idade com que os pais geralmente iniciam a leitura de histórias aos seus filhos, etc. Procurámos ainda estudar as associações entre práticas de leitura de histórias e conhecimentos emergentes de literacia. Assim, verificámos que essas práticas não só apareciam associadas às conceptualizações das crianças sobre a escrita, como à sua percepção da funcionalidade da leitura e escrita e ainda a alguns aspectos dos seus perfis motivacionais.

Palavras-chave: Literacia familiar, literacia emergente, leitura de histórias.

 

 

ABSTRACT

One important activity in family literacy practices is storybook reading. Some studies have emphasized that storybook reading is an informal and positive way to create important and enjoyable opportunities to transmit concepts, knowledge, conventions and competences about literacy which are associated with reading motivation and success in terms of literacy acquisition.

Therefore, we have attempted to characterize some aspects of storybook reading practices in families with 5-6 year old children (e.g. frequency, time; interest; reasons why parents read to their children and at what age they begin doing it). We also studied associations between storybook reading practices and emergent literacy knowledge. Our results showed an evident association between some aspects of storybook reading practices, and children's conceptualizations about written language, their perceptions about the functions of reading and writing, and also some aspects of their motivational profile.

Key words: Family literacy, emergent literacy, storybook reading.

 

 

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(*) Instituto Superior de Psicologia Aplicada, Lisboa. UIPCDE.