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Abstract(s)
O presente relatório inscreve-se no processo de descrição, análise e reflexão acerca da Prática de Ensino Supervisionada que desenvolvi em contexto Pré-escolar. Considerando os desafios, mas também as exigências que a ação educativa pré-escolar representa, neste trabalho dá-se um particular relevo ao trajeto de intervenção e formação desenvolvido, atendendo às diferentes dimensões que o caracterizam. Neste sentido, o documento abre com a caraterização do contexto educativo em que foi realizada a prática de ensino supervisionada, destacando aquelas que entendemos serem as dimensões mais importantes: o contexto institucional, o grupo de crianças e a organização do tempo e do espaço da sala de atividades. A partir da observação do grupo, verificou-se a importância de concedermos uma especial atenção ao desenvolvimento das competências linguísticas e comunicativas das crianças. O trabalho realizou-se numa perspetiva de desenvolvimento integral das crianças, a qual implica uma abordagem holística das diversas áreas de conteúdo. Considerando a opção referida, faz-se, neste trabalho, uma revisão da literatura centrada nos conceitos de “competência comunicativa” e de “consciência fonológica”, ao mesmo tempo que se problematizam algumas perspetivas acerca do desenvolvimento da linguagem.
No que se refere, mais especificamente, à descrição e reflexão sobre a prática pedagógica, são descritas, analisadas e interpretadas três experiências de ensino-aprendizagem promovidas com as crianças. A dimensão investigativa que atravessou a ação educativa integrou como principal objetivo o desenvolvimento da consciência fonológica a nível das rimas, utilizando diferentes formas de trabalhar as rimas e, assim, desenvolver competências de comunicação oral nas crianças. A recolha de informação para a presente investigação fez-se graças a um conjunto de técnicas e de instrumentos de recolha de dados, dos quais destacamos a observação participante e os registos fotográficos. Realça-se finalmente a importância da realização de um trabalho desta natureza, e do tema que selecionamos: o desenvolvimento da consciência fonológica na idade pré-escolar de forma a facultar às crianças maiores habilidades linguísticas e metalinguísticas para criar condições favoráveis a um saudável desenvolvimento pessoal e social e para potenciar o sucesso das crianças a todos os níveis e, em particular, na aprendizagem da leitura e da escrita que deverá ocorrer no ciclo seguinte.
The attached report is the result of a process of description, analysis and reflection on the exercise of overseen tutoring that I have developed in a pre-school environment. Considering the challenges, and also the demands that the pre-school activity represents, this report focuses on the course of intervention and qualification developed, concentrating on their different extents. The document starts with the description of the educational environment where the exercise of overseen tutoring was performed, highlighting those seen as the most relevant extents: the institutional context, the group of children, and the planning of time and space on the activity room. Studies of the group shows the importance of giving special consideration to the development of the children linguistic competencies. The work that followed was developed having in perspective the whole development of the children, which implies a holistic approach at the different subjects. Considering the above, a review of literature focused on concepts of ‘communicative competencies’ and ‘phonological conscience’ is made, and views on the development of language are questioned. Refering more specifically on the description and analysis of the tutoring practice, three experiences of tutoring-learning with the children are explained, analyzed and interpreted. The research element throughout the educational action had as main purpose the development of the phonological conscience using rhymes as main tool, and with that develop oral communication competencies in children. The gathering of information for this investigation was made using data collection instruments such as photographic records and observation of the participants. The importance of producing such work, and the chosen theme must be noticed: the development of the phonologic conscience during pre-school provides children with better linguistic and metalinguistic abilities in order to create favorable conditions to a heathy personal and social development, and to promote children success at all levels, particularly in the learning of reading and writing that comes in the next stage.
The attached report is the result of a process of description, analysis and reflection on the exercise of overseen tutoring that I have developed in a pre-school environment. Considering the challenges, and also the demands that the pre-school activity represents, this report focuses on the course of intervention and qualification developed, concentrating on their different extents. The document starts with the description of the educational environment where the exercise of overseen tutoring was performed, highlighting those seen as the most relevant extents: the institutional context, the group of children, and the planning of time and space on the activity room. Studies of the group shows the importance of giving special consideration to the development of the children linguistic competencies. The work that followed was developed having in perspective the whole development of the children, which implies a holistic approach at the different subjects. Considering the above, a review of literature focused on concepts of ‘communicative competencies’ and ‘phonological conscience’ is made, and views on the development of language are questioned. Refering more specifically on the description and analysis of the tutoring practice, three experiences of tutoring-learning with the children are explained, analyzed and interpreted. The research element throughout the educational action had as main purpose the development of the phonological conscience using rhymes as main tool, and with that develop oral communication competencies in children. The gathering of information for this investigation was made using data collection instruments such as photographic records and observation of the participants. The importance of producing such work, and the chosen theme must be noticed: the development of the phonologic conscience during pre-school provides children with better linguistic and metalinguistic abilities in order to create favorable conditions to a heathy personal and social development, and to promote children success at all levels, particularly in the learning of reading and writing that comes in the next stage.
Description
Keywords
Educação pré-escolar Crianças Desenvolvimento da linguagem Consciência fonológica