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Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino
Supervisionada (PES), integrada no curso de Mestrado em Educação Pré-escolar (EPE) e
Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) e desenvolvida em contexto de Educação
Pré-escolar, numa Instituição Particular de Solidariedade Social, com crianças de 3 anos de
idade e em contexto do 1.º Ciclo do Ensino Básico, numa escola da rede pública com um
grupo/turma de crianças de 5 e 6 anos de idade. A prática foi desenvolvida nos dois
contextos, e os dados foram retirados no decorrer das intervenções realizadas através da
observação direta e participante, sendo que para a recolha de dados recorremos a notas de
campo, registos fotográficos e de áudio e, ainda, às produções das crianças, com a
intencionalidade de nos servirem como documentos de análise. Ao longo do processo
fomos também realizando registos numa grelha de observação, adaptada de Viana e
Ribeiro (2014), para podermos compreender a evolução das crianças no desenvolvimento
das suas competências (meta)linguísticas. Partimos da questão-problema: Que estratégias
de aprendizagem se podem desenvolver em contexto de Educação Pré-escolar e de 1.º
Ciclo Ensino Básico, no sentido de desenvolver competências (meta)linguísticas?
Considerando esta interrogação estabelecemos como objetivo: (i) Promover o
desenvolvimento linguístico e metalinguístico das crianças num contexto geral de
comunicação (oralidade, escrita e leitura). O estudo ajusta-se a uma abordagem
qualitativa. Para que fosse possível recolhermos a informação para a presente investigação
foi necessário selecionarmos um conjunto de técnicas e de instrumentos de recolha de
dados. Durante as atividades que desenvolvemos proporcionamos um ambiente positivo,
facilitador da exploração de situações diversificadas de escrita e leitura e propiciamos,
também, oportunidades para que cada criança fosse ouvida, respeitada e integrada. Em
termos de resultados pensamos poder concluir que nos dois contextos atendemos aos
interesses e motivações das crianças, de modo a promover estratégias de aprendizagens de
forma a desenvolver competências (meta)linguísticas, como se comprova pela análise dos
dados obtidos através das grelhas de observação, bem como nas experiências de ensino e
aprendizagem que integramos neste documento e que também dão conta do processo
vivenciado ao longo da Prática de Ensino Supervisionada.
The present report was accomplished in the context of the Curricular Unity of the Supervised Teaching Practice (STP), integrated in the master's degree course in Pre-school Education (PSE) and Teaching of the 1st Cycle of Basic Education (1st CBE) and developed in the context of Pre-School Education, in a Particular Social Solidarity Institute with children in the age of 3 and in the context of the 1st Cycle of Basic Teaching, in a school from the public net with a group/class of children from ages 5 to 6. The practical part was developed in both contexts, and the data were taken during the realized interventions through the direct and participant observations, since for the data collection we turned to notes, audio and photographic records and, still, to the children's productions, with the intention of them serving as analysis documents. During the process we did as well some records in a registration list, adapted from Viana and Ribeiro (2014), so we could understand and notice the evolution of the children in the development of their (Meta) linguistic skills. We started from the main question/problem: Which learning strategies can or could be developed in the context of Pre-school Education and the Teaching of the 1st Cycle of Basic Education, so we could develop (meta) linguistic skills? Considering this interrogation we established as objective: (i) Promote the linguistic and Meta linguistic development of children in a general context of communication (speaking, writing and reading). The study adjusts to a qualitative approach. To be possible to collect the information for the present investigation, a selection of the techniques and instruments of data collection was necessary. During the activities we developed, we provided a positive spirit, which made the exploration of diverse writing and reading situations easier, and we also provided opportunities for every child to be heard, respected and to be integrated. In terms of results we think we can conclude that in both contexts we answered the children's motivations and interests, in order to promote learning strategies so we can develop (Meta) linguistic skills, as it is proved by the registration lists data's analysis. As well as in the teaching and learning experiences that have been integrated in this document, and also take part of the experienced process during the Supervised Teaching Practice.
The present report was accomplished in the context of the Curricular Unity of the Supervised Teaching Practice (STP), integrated in the master's degree course in Pre-school Education (PSE) and Teaching of the 1st Cycle of Basic Education (1st CBE) and developed in the context of Pre-School Education, in a Particular Social Solidarity Institute with children in the age of 3 and in the context of the 1st Cycle of Basic Teaching, in a school from the public net with a group/class of children from ages 5 to 6. The practical part was developed in both contexts, and the data were taken during the realized interventions through the direct and participant observations, since for the data collection we turned to notes, audio and photographic records and, still, to the children's productions, with the intention of them serving as analysis documents. During the process we did as well some records in a registration list, adapted from Viana and Ribeiro (2014), so we could understand and notice the evolution of the children in the development of their (Meta) linguistic skills. We started from the main question/problem: Which learning strategies can or could be developed in the context of Pre-school Education and the Teaching of the 1st Cycle of Basic Education, so we could develop (meta) linguistic skills? Considering this interrogation we established as objective: (i) Promote the linguistic and Meta linguistic development of children in a general context of communication (speaking, writing and reading). The study adjusts to a qualitative approach. To be possible to collect the information for the present investigation, a selection of the techniques and instruments of data collection was necessary. During the activities we developed, we provided a positive spirit, which made the exploration of diverse writing and reading situations easier, and we also provided opportunities for every child to be heard, respected and to be integrated. In terms of results we think we can conclude that in both contexts we answered the children's motivations and interests, in order to promote learning strategies so we can develop (Meta) linguistic skills, as it is proved by the registration lists data's analysis. As well as in the teaching and learning experiences that have been integrated in this document, and also take part of the experienced process during the Supervised Teaching Practice.
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Keywords
Competências (meta)linguísticas (leitura, escrita e oralidade) Prática de ensino supervisionada Educação pré-escolar 1º Ciclo do Ensino Básico