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Abstract(s)
Este relatório final de Prática de Ensino Supervisionada (PES), é fruto da prática realizada em ambientes de Creche, Educação Pré-Escolar (EPE) e 1.º Ciclo do Ensino Básico (1.ºCEB). Em cada um destes contextos, desenvolvemos várias experiências de ensino e aprendizagem, considerando a articulação curricular, os interesses das crianças e o seu ritmo de aprendizagem. Ao longo da nossas planificações, procuramos recorrer a documentos oficiais e orientadores, como as Orientações Curriculares para a Educação Pré-Escolar (OCEPE), as Aprendizagens Essenciais e o Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO). Neste âmbito partimos da seguinte questão-problema: Quais as perceções das crianças sobre a família? De forma a dar resposta a esta questão, traçamos os seguintes objetivos: (i) identificar as perceções das crianças sobre a família; (ii) promover uma compreensão inclusiva da diversidade familiar; (iii) conhecer dinâmicas existentes nos diferentes contextos no âmbito da relação escola e família; (iv) fomentar a comunicação entre os contextos educativos e a família. O presente relatório foca-se numa abordagem de natureza qualitativa, na qual recorremos a diferentes técnicas e instrumentos para a recolha de dados para o estudo, tais como: a observação participante, as notas de campo, os registos fotográficos, o focus group (apenas no 1.º CEB) e a análise documental realizada através de registos escritos, desenhos, entre outros, que expressaram as perceções das crianças sobre a família. Este tema destacou a relevância de práticas pedagógicas que contemplem as perceções das crianças sobre a sua realidade familiar, criando oportunidades para que elas pudessem expressar e partilhar as suas experiências, sentimentos e expetativas. Esta investigação reforça também a ideia de que a família desempenha um papel crucial no desenvolvimento emocional e educativo das crianças, sendo essencial a colaboração entre a escola e a família para o sucesso desse processo. Os resultados obtidos mostraram-nos que, as perceções das crianças sobre a família são diversas, mas com uma visão predominantemente afetuosa, evidenciando também que a relação benéfica entre a escola e a família é fundamental no sucesso educativo das crianças.
This final report on Supervised Teaching Practice (PES) is the result of practice carried out in nursery, pre-school and primary school environments. In each of these contexts, we developed various Teaching and Learning experiences, taking into account curriculum articulation, children's interests and their learning pace. Throughout our planning, we tried to use official and guiding documents, such as the Curriculum Guidelines for Pre-School Education (OCEPE), Essential Learning and the Profile of Students Leaving Compulsory Education (PASEO). In this context, we started with the following problem question: What are the children's perceptions of their families? In order to answer this question, we set ourselves the following objectives: (i) identifying children's perceptions of family; (ii) promoting an inclusive understanding of family diversity; (iii) learning about existing dynamics in different contexts within the scope of school-family relationship; (iv) encouraging communication between educational contexts and family. This report focuses on a qualitative approach, in which different techniques and instruments were used to collect data for study, such as: participant observation, field notes, photographic records, focus group (only in the 1st CEB) and documentary analysis, the latter through written records, drawings, among others, that express the children's perceptions of family. This theme highlights the importance of pedagogical practices that take into account children's perceptions of their family reality, creating opportunities for them to express and share their experiences, feelings and expectations. This research also reinforces the idea that family plays a crucial role in children's emotional and educational development, and that collaboration between school and family is essential to the success of this process. The results obtained show that children's perceptions of family are diverse, but with a predominantly affectionate view, also showing that a beneficial relationship between school and family is fundamental for children's educational success.
This final report on Supervised Teaching Practice (PES) is the result of practice carried out in nursery, pre-school and primary school environments. In each of these contexts, we developed various Teaching and Learning experiences, taking into account curriculum articulation, children's interests and their learning pace. Throughout our planning, we tried to use official and guiding documents, such as the Curriculum Guidelines for Pre-School Education (OCEPE), Essential Learning and the Profile of Students Leaving Compulsory Education (PASEO). In this context, we started with the following problem question: What are the children's perceptions of their families? In order to answer this question, we set ourselves the following objectives: (i) identifying children's perceptions of family; (ii) promoting an inclusive understanding of family diversity; (iii) learning about existing dynamics in different contexts within the scope of school-family relationship; (iv) encouraging communication between educational contexts and family. This report focuses on a qualitative approach, in which different techniques and instruments were used to collect data for study, such as: participant observation, field notes, photographic records, focus group (only in the 1st CEB) and documentary analysis, the latter through written records, drawings, among others, that express the children's perceptions of family. This theme highlights the importance of pedagogical practices that take into account children's perceptions of their family reality, creating opportunities for them to express and share their experiences, feelings and expectations. This research also reinforces the idea that family plays a crucial role in children's emotional and educational development, and that collaboration between school and family is essential to the success of this process. The results obtained show that children's perceptions of family are diverse, but with a predominantly affectionate view, also showing that a beneficial relationship between school and family is fundamental for children's educational success.
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Keywords
Perceções Família Envolvimento familiar Creche Educação Pré Escolar 1.º Ciclo do Ensino Básico