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Abstract(s)
A bibliografia de referência tem demonstrado que os contextos de elevada qualidade, como
os que seguem as abordagens pedagógicas Reggio Emília (Edwards, Gandini & Forman,
2008), HighScope (Hohmann & Weikart, 2011) ou a Pedagógica-em-participação (Oliveira-
Formosinho & Formosinho, 2013), são fundamentais no desenvolvimento e aprendizagem
das crianças. Salienta-se que a fraca qualidade dos contextos pode ter resultados negativos,
enquanto que os contextos de elevada qualidade melhoram o desenvolvimento social e
cognitivo das crianças e promovem as suas aprendizagens futuras. Considerando esta
perspetiva, a investigação descrita neste trabalho, foi desenvolvida no âmbito da prática de
ensino supervisionada, focalizada no trabalho da estagiária/investigadora em três contextos
educativos: Creche, Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, com três grupos de
crianças: de 1 e 2 anos; de 5 anos e de 6 anos, respetivamente. O processo investigativo foi
desenvolvido de acordo com uma abordagem de natureza quantitativa e qualitativa através
de consecutivos processos de (des)construção entre toda a informação teórica e elementos
que emergem da pesquisa empírica. Os dados quantitativos foram recolhidos através das
escalas de avaliação do ambiente em educação de infância (ITERS-R e ECERS-R), de
Harms, Clifford e Cryer (2006: 2008), e o Protocolo Marzano (Marzano, Carbaugh,
Rutherford, & Toth, 2013). Para a sua análise foram utilizados os procedimentos estatísticos
especificados pelos autores. As observações sobre as interações recolhidas, no decurso da
ação, foram organizadas em notas de campo e submetidas, posteriormente, a uma análise
qualitativa. Da análise interpretativa desses dados resultaram as seguintes categorias: tipo de
interações; iniciativa da criança; áreas preferenciais e as aprendizagens realizadas. Os dados
revelam a necessidade de investir na qualidade dos espaços e materiais, a necessidade de
construir uma rotina coerente, a construção de interações mais positivas com o
educador/professor e uma maior autonomização da criança. Este estudo ajudou a estagiária a
situar-se na ação desenvolvida, construindo uma visão holística sobre o processo de
aprendizagem, em todos os contextos educativos.
Some studies have demonstrated that high-quality contexts such as Reggio Emilia (Edwards, Gandini & Forman, 2008), HighScope (Hohmann & Weikart, 2011) or Pedagogy-inparticipation (Oliveira-Formosinho & Formosinho, 2013) are fundamental to children's development and learning. The studies highlight that poor-quality contexts can have negative impact, whereas the high-quality contexts improve the social and cognitive development of the children and promote their future learning (Oliveira-Formosinho & Formosinho, 2013; Hohmann & Weikart, 2011; Marzano, 2013). Considering this perspective, the research described in this work was developed within the framework of the supervised teaching practice, focused on the work of the trainee/researcher in a kindergarten and a primary school with two groups of children, with 5 years old and 6 years old, respectively. Quantitative data was collected through the Harms, Clifford and Cryer (2006; 2008) environmental assessment scale in childhood education (ITERS-R and ECERS-R), and through the Marzano protocol (Marzano, Carbaugh, Rutherford, & Toth, 2013). The statistical procedures specified by the authors were used for the analysis. Observations about the interactions collected during the course of action were organized in field notes and later submitted to qualitative analysis. From the interpretative analysis of this data the following categories were produced: type of interactions, children's initiative, preferred areas and the learning they achieved. The data revealed the need to invest in the quality of spaces and materials, the need to construct a coherent and flexible routine, the construction of more positive interactions with the educator/teacher, and the higher autonomy of the child/pupils. This study helped the trainee to situate herself in the developed action, constructing a holistic vision about the learning process, in both educational contexts.
Some studies have demonstrated that high-quality contexts such as Reggio Emilia (Edwards, Gandini & Forman, 2008), HighScope (Hohmann & Weikart, 2011) or Pedagogy-inparticipation (Oliveira-Formosinho & Formosinho, 2013) are fundamental to children's development and learning. The studies highlight that poor-quality contexts can have negative impact, whereas the high-quality contexts improve the social and cognitive development of the children and promote their future learning (Oliveira-Formosinho & Formosinho, 2013; Hohmann & Weikart, 2011; Marzano, 2013). Considering this perspective, the research described in this work was developed within the framework of the supervised teaching practice, focused on the work of the trainee/researcher in a kindergarten and a primary school with two groups of children, with 5 years old and 6 years old, respectively. Quantitative data was collected through the Harms, Clifford and Cryer (2006; 2008) environmental assessment scale in childhood education (ITERS-R and ECERS-R), and through the Marzano protocol (Marzano, Carbaugh, Rutherford, & Toth, 2013). The statistical procedures specified by the authors were used for the analysis. Observations about the interactions collected during the course of action were organized in field notes and later submitted to qualitative analysis. From the interpretative analysis of this data the following categories were produced: type of interactions, children's initiative, preferred areas and the learning they achieved. The data revealed the need to invest in the quality of spaces and materials, the need to construct a coherent and flexible routine, the construction of more positive interactions with the educator/teacher, and the higher autonomy of the child/pupils. This study helped the trainee to situate herself in the developed action, constructing a holistic vision about the learning process, in both educational contexts.
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Keywords
Qualidade em educação Dimensões pedagógicas Educação de infância