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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 e
Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação, do Instituto
Politécnico de Bragança. Este visa apresentar, o trabalho desenvolvido ao longo da PES
em três contextos educativos: Creche, na Educação Pré-escolar (EPE) e 1.º Ciclo do
Ensino Básico (1.º CEB), pertencentes à rede de ensino privada e pública da cidade de
Bragança. O relatório centra-se sobre a relevância da relação entre os avós e os netos, de
como esta relação intergeracional pode beneficiar as aprendizagens, bem como os
benefícios que podem surgir no contacto com pessoas idosas, em especial os avós. O
processo investigativo foi desenvolvido de acordo com uma abordagem qualitativa, em
que foram utilizadas várias técnicas de análise e recolha de dados, como questionários,
entrevistas, notas de campo e registos fotográficos. Com este estudo, pretende-se,
sobretudo, aferir e refletir sobre a participação de avós, sejam elas da 3.ª idade, ou
adultos com este papel na vida da criança, e para tal definimos a seguinte questão
problema: Como é que as práticas educativas na Creche/Jardim de Infância (J.I.) e 1.º
Ciclo do Ensino Básico (1.º CEB) podem proporcionar uma relação Intergeracional
que beneficie as crianças? Para isso, foram delineados os seguintes objetivos: (i)
Fomentar encontros intergeracionais; (ii) Analisar as sensações/emoções existentes
nesses encontros; (iii) Verificar o tipo de relação entre idosos/avós e crianças; (iv)
investigar os benefícios existentes no contacto com os idosos/avós. Concluiu-se que
dadas as alterações familiares verificadas, existe uma grande relevância nas relações
intergeracionais. Os saberes transmitidos entre avós e netos, são enriquecedores para a
sua aprendizagem. Apurámos que a transmissão da herança histórica, familiar, cultural
ou a nível das diferentes áreas de conhecimento, por vezes são difíceis de abordar pelos
professores. Neste sentido as instituições educativas devem ser protagonistas nesta
promoção de relações e fomentar diariamente o contacto entre as gerações, pois as
aprendizagens sociais e emocionais são igualmente importantes ao desenvolvimento das
crianças.
This report was carried out within the scope of the curricular unit of Supervised Teaching Practice (PES) integrated in the Master's course in Pre-school Education and Teaching of the 1st Cycle of Basic Education, at Escola Superior de Educação, Instituto Politécnico from Bragança. This aims to present a part of the work developed throughout the PES in the three educational contexts, that is, in the Nursery, in Preschool Education (EPE) and 1st Cycle of Basic Education (1st CEB), contexts belonging to the private and public education network in the city of Bragança. This report presented here focuses on the relevance of the relationship between grandparents and grandchildren, on how this intergenerational relationship can benefit learning, but we also address the benefits that can arise in contact with elderly people. The investigative process was developed according to a qualitative approach, in which various analysis and data collection techniques were used, such as questionnaires, interviews, field notes and photographic records. With this study, we intend, above all, to assess and reflect on the participation of grandparents, be they 3rd age, or adults with this role in the child's life, and for that we define the following problem question: How do the Can educational practices in Nursery/Kindergarten (J.I.) and 1st Cycle of Basic Education (1st CEB) provide an Intergenerational relationship that benefits children? For this, the following objectives were outlined: (i) Fostering intergenerational meetings; (ii) Analyze the sensations/emotions existing in these encounters; (iii) Check the type of relationship between the elderly/grandparents and children; (iv) investigate the benefits of contacting the elderly/grandparents. It was concluded that, given the verified family changes, there is a great relevance in intergenerational relationships, the knowledge transmitted between grandparents and grandchildren, are enriching for their learning, the transmission of historical, family, cultural heritage or at the level of different areas of knowledge. Are sometimes difficult for teachers to approach. In this sense, educational institutions must be protagonists in this promotion of relationships and daily foster contact between generations, as social and emotional learning are equally important to children's development.
This report was carried out within the scope of the curricular unit of Supervised Teaching Practice (PES) integrated in the Master's course in Pre-school Education and Teaching of the 1st Cycle of Basic Education, at Escola Superior de Educação, Instituto Politécnico from Bragança. This aims to present a part of the work developed throughout the PES in the three educational contexts, that is, in the Nursery, in Preschool Education (EPE) and 1st Cycle of Basic Education (1st CEB), contexts belonging to the private and public education network in the city of Bragança. This report presented here focuses on the relevance of the relationship between grandparents and grandchildren, on how this intergenerational relationship can benefit learning, but we also address the benefits that can arise in contact with elderly people. The investigative process was developed according to a qualitative approach, in which various analysis and data collection techniques were used, such as questionnaires, interviews, field notes and photographic records. With this study, we intend, above all, to assess and reflect on the participation of grandparents, be they 3rd age, or adults with this role in the child's life, and for that we define the following problem question: How do the Can educational practices in Nursery/Kindergarten (J.I.) and 1st Cycle of Basic Education (1st CEB) provide an Intergenerational relationship that benefits children? For this, the following objectives were outlined: (i) Fostering intergenerational meetings; (ii) Analyze the sensations/emotions existing in these encounters; (iii) Check the type of relationship between the elderly/grandparents and children; (iv) investigate the benefits of contacting the elderly/grandparents. It was concluded that, given the verified family changes, there is a great relevance in intergenerational relationships, the knowledge transmitted between grandparents and grandchildren, are enriching for their learning, the transmission of historical, family, cultural heritage or at the level of different areas of knowledge. Are sometimes difficult for teachers to approach. In this sense, educational institutions must be protagonists in this promotion of relationships and daily foster contact between generations, as social and emotional learning are equally important to children's development.
Description
Keywords
Relação escola-família Envolvimento avós/netos Desenvolvimento da criança Sucesso educativo