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Abstract(s)
O presente relatório incide sobre a prática de ensino supervisionada que desenvolvemos em contexto de educação pré-escolar, com um grupo de crianças de 3 e 4 anos de idade. Considerando o papel importante que se reconhece a este contexto enquanto primeira etapa de educação básica, merecem-nos reflexão as diferentes dimensões que caraterizam a ação educativa desenvolvida.
Neste sentido, procuramos caraterizar o contexto educativo em que nos integrámos e aprofundar saberes sobre a organização do ambiente educativo e os processos de socialização e (inter)ação a promover, no quadro de construção de respostas educativas de qualidade. Procedemos ainda à descrição e análise de um conjunto de três experiências de ensino-aprendizagem promovidas com as crianças, atribuindo particular relevo às interações estabelecidas no decurso das mesmas. A dimensão investigativa que atravessou a ação educativa integrou como principal objetivo aprofundar o conhecimento acerca da natureza das interações desenvolvidas, entre pares, ao nível do tempo de trabalho nas áreas e os seus possíveis contributos para a aprendizagem e desenvolvimento das crianças.
O quadro metodológico do estudo integrou uma perspetiva qualitativa e o recurso a técnicas e instrumentos diversificados de recolha dados, como a observação participante, registos fotográficos e em áudio, produções das crianças e entrevista semi-estruturada, no sentido triangular diferentes tipos de informação.
Os resultados que emergiram deste estudo relevam a importância das interações entre as crianças enquanto meios de partilha de saberes e confronto de opiniões, contribuindo para a sua aprendizagem e desenvolvimento, bem como para a dos adultos que com elas interagem.
This report focuses on supervised teaching practice that was developed in the context of pre-school education, with a group of children between three and four years old. Considering the important role that is recognized on this context, that is the first education stage, it deserve reflection the different dimensions that characterize the developed educational activity. In these way, we look for characterize the educative context that we are inserted and investigate more about organization of the educative environment and the socialization processes and the interaction that we have to promote, in quality educational answers constructions. We proceed yet to the analyses description of a set of three experiences of teaching-learning that we promote with the children giving particular emphasis on interactions established during the experiences. The investigative dimensions that crossed the educational action integrated main objective increase knowledge about the nature of interactions that were made between pares, the working time level in the areas and their possible contributions to the learning and development of children. The methodological frame of the study, integrated a qualitative perspective and the use of techniques and diverse tools for collecting data, like participant observations, photographic records and audio, and children productions and the semi-structured interview, on the triangular sense in information types. The results emerging from this study fall the importance of interactions among children as a means of sharing knowledge and confrontation of opinions, contributing to their learning and development as well as for adults with which they interact.
This report focuses on supervised teaching practice that was developed in the context of pre-school education, with a group of children between three and four years old. Considering the important role that is recognized on this context, that is the first education stage, it deserve reflection the different dimensions that characterize the developed educational activity. In these way, we look for characterize the educative context that we are inserted and investigate more about organization of the educative environment and the socialization processes and the interaction that we have to promote, in quality educational answers constructions. We proceed yet to the analyses description of a set of three experiences of teaching-learning that we promote with the children giving particular emphasis on interactions established during the experiences. The investigative dimensions that crossed the educational action integrated main objective increase knowledge about the nature of interactions that were made between pares, the working time level in the areas and their possible contributions to the learning and development of children. The methodological frame of the study, integrated a qualitative perspective and the use of techniques and diverse tools for collecting data, like participant observations, photographic records and audio, and children productions and the semi-structured interview, on the triangular sense in information types. The results emerging from this study fall the importance of interactions among children as a means of sharing knowledge and confrontation of opinions, contributing to their learning and development as well as for adults with which they interact.
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Keywords
Educação pré-escolar Crianças Interações Socialização