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| 25.23 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O relatório que aqui se apresenta centra-se na especificidade da modalidade de
educação pré-escolar itinerante. Reconhece-se que a configuração desta modalidade requer
uma dinâmica distinta do trabalho pedagógico, pelo seu funcionamento a tempo parcial,
pelas características do espaço onde se desenvolve a acção, pelo tipo de materiais
disponíveis e pelas características socioculturais de pertença das crianças. Através de uma
abordagem qualitativa, seguindo a linha da investigação-acção, a educadora e as crianças,
envolveram-se num processo de acção gerador de situações educativas que promovessem
aprendizagens significativas, tendo por base os interesses das crianças.
O estudo fundamentou-se nos princípios defendidos pelas pedagogias participativas
de aprendizagem activa, experimentação e cooperação, sustentando-se na ideia de interesse
proposta por Dewey (2002). Os dados recolhidos e analisados através de um processo
descritivo e interpretativo parecem evidenciar que o trabalho pedagógico, que se
desenvolve a partir da observação e escuta da criança contribui para a promoção de
oportunidades de aprendizagem com significado.
The report presented here focuses on the specificity of the modality of preschool itinerant. It is recognized that the configuration of this type requires a distinct dynamics of pedagogical work for their operation in a part of the day, the characteristics of the space where action is undertaken, the type of materials available and the sociocultural characteristics of belonging of children. Through a qualitative approach, following the line of action research, the teacher and children, engaged in a process of generating action educational situations that promote meaningful learning, based on the interest of children. The study was based on the principles espoused by participatory pedagogies of active learning experimentation and cooperation, supporting the idea of interest propped by Dewey (2002). Data collected and analyzed through a descriptive and interpretive process seem to indicate that the work of teaching, which develops from observing and listening to the child contributes to the promotion of opportunities for meaningful learning
The report presented here focuses on the specificity of the modality of preschool itinerant. It is recognized that the configuration of this type requires a distinct dynamics of pedagogical work for their operation in a part of the day, the characteristics of the space where action is undertaken, the type of materials available and the sociocultural characteristics of belonging of children. Through a qualitative approach, following the line of action research, the teacher and children, engaged in a process of generating action educational situations that promote meaningful learning, based on the interest of children. The study was based on the principles espoused by participatory pedagogies of active learning experimentation and cooperation, supporting the idea of interest propped by Dewey (2002). Data collected and analyzed through a descriptive and interpretive process seem to indicate that the work of teaching, which develops from observing and listening to the child contributes to the promotion of opportunities for meaningful learning
Description
Keywords
Educação pré-escolar itinerante Investigação-ação Interesse da criança Pedagogias participativas