| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.64 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório de estágio pretende dar a conhecer o trabalho desenvolvido no âmbito da Prática de Ensino Supervisionada, integrada no Mestrado em Educação Pré-Escolar. A ação investigativa que desenvolvemos no âmbito da prática educativa incidiu sobre os processos de interação, enveredando por um quadro teórico de matriz socioconstrutivista e por uma metodologia de natureza qualitativa.
Partindo das seguintes questões - Que tipo de interações predomina no contexto/sala em educação de infância? Que áreas de conteúdo são privilegiadas no contexto/sala em educação de infância? - procuramos: evidenciar as potencialidades do registo das interações das crianças enquanto “documentação” reflexiva da aprendizagem experiencial; identificar o tipo de interações estabelecidas em contexto de creche e de jardim de infância; e analisar as áreas de conteúdo mais desenvolvidas no âmbito da aprendizagem experiencial.
Em termos de estrutura, o relatório é composto por cinco pontos, abordando, no primeiro, os princípios teóricos em que se apoia o estudo e, no segundo, as opções metodológicas adotadas, relevando o recurso à observação participante como técnica principal de recolha de dados. Procedemos, no terceiro ponto, à caracterização dos contextos de intervenção pedagógica de creche e de jardim de infância e, no quarto ponto, à descrição, análise e interpretação das experiências de ensino-aprendizagem desenvolvidas nestes contextos. No quinto ponto, apresentamos um estudo exploratório sobre os processos de interação e, por último, algumas considerações sobre o trabalho desenvolvido e resultados obtidos, relevando-se a necessidade de lhes atribuir melhor atenção, dada a importância que revestem no processo de aprendizagem das crianças.
This internship report intends to show the work developed within the scope of the Supervised Teaching Practice, integrated in the Master in Pre-School Education. The research action developed within the framework of educational practice was focused on the processes of interaction. The theoretical framework follows the social constructivism theory and a qualitative methodology. Starting from the following questions - What kind of interactions predominates in the context/class of childhood education? What content areas are privileged in the context / class of childhood education? -, we aim: to highlight the potential of the notes of children's interactions as "documentation" reflective of the experiential learning; to identify the type of interactions established in the context of nursery and kindergarten and; to analyze the content areas developed in the context of experiential learning. In terms of structure the report is divided in five points. In the first point we address the theoretical principles on which the study is supported and in the second point are referred the methodological choices adopted pointing to the use of participant observation as a primary data collection technique. The third point refers to the characterization of pedagogical intervention contexts of nursery and kindergarten, and in the fourth point we describe, analyze and interpret the teaching-learning experiences developed in these contexts. In the fifth section, we present an exploratory study on the processes of interaction and, finally, some considerations on the work developed and results obtained, pointing to the need of having a better attention, assuming the importance that it have in the process of learning of children.
This internship report intends to show the work developed within the scope of the Supervised Teaching Practice, integrated in the Master in Pre-School Education. The research action developed within the framework of educational practice was focused on the processes of interaction. The theoretical framework follows the social constructivism theory and a qualitative methodology. Starting from the following questions - What kind of interactions predominates in the context/class of childhood education? What content areas are privileged in the context / class of childhood education? -, we aim: to highlight the potential of the notes of children's interactions as "documentation" reflective of the experiential learning; to identify the type of interactions established in the context of nursery and kindergarten and; to analyze the content areas developed in the context of experiential learning. In terms of structure the report is divided in five points. In the first point we address the theoretical principles on which the study is supported and in the second point are referred the methodological choices adopted pointing to the use of participant observation as a primary data collection technique. The third point refers to the characterization of pedagogical intervention contexts of nursery and kindergarten, and in the fourth point we describe, analyze and interpret the teaching-learning experiences developed in these contexts. In the fifth section, we present an exploratory study on the processes of interaction and, finally, some considerations on the work developed and results obtained, pointing to the need of having a better attention, assuming the importance that it have in the process of learning of children.
Description
Keywords
Educação pré-escolar Interação Desenvolvimento