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Abstract(s)
O presente relatório centra-se sobre a Prática de Ensino Supervisionada que desenvolvemos em contextos de creche e de jardim de infância, integrando uma abordagem reflexiva e investigativa na qual é evidenciado um trabalho em que se promove a leitura de narrativas (livros lustrados) com vista ao desenvolvimento de múltiplas competências das crianças.
Considerando as potencialidades formativas que os contos apresentam, entendemos ser importante valorizá-las no processo de aprendizagem das crianças e equacionar os seus potenciais contributos para a sua formação pessoal e social. Assim, o trabalho desenvolvido norteou-se pelos seguintes objetivos: fomentar o gosto pela literatura de receção infantil, promovendo o contacto com a mesma; analisar narrativas para a infância enquanto facilitadoras de aprendizagem e desenvolvimento pessoal e social das crianças; refletir sobre as estratégias utilizadas para dinamização dos espaços de escuta e de leitura de narrativas.
Enveredamos por um estudo de natureza qualitativa e recorremos à observação participante para recolha de dados, registando-os através de notas de campo e fotografias. Procedemos à análise de conteúdo dessa informação e dos textos das narrativas.
Os dados permitem-nos perceber que as experiências de aprendizagem possibilitaram, com base em algumas narrativas para a infância, promover uma abordagem holística das diferentes áreas e domínios de conteúdos, favorecendo a formação e o desenvolvimento pessoal e social das crianças, nomeadamente a construção da identidade e da autoestima, independência e autonomia, consciência de si como aprendente, convivência democrática e cidadania.
This report focuses on the Practice of Supervised Teaching that we develop in daycare and kindergarten contexts, integrating a reflective and investigative approach in which a work is evidenced and the reading of narratives (polished books) is promoted with a view to the development of multiple competencies of children. Considering the formative potentialities that the narratives present, we believe it is important to value them in the learning process of children and to equate their potential contributions to children’s personal and social education. Thus, the work developed was guided by the following objectives: to promote the taste for children's reception literature, promoting contact with it; analyze narratives for childhood as facilitators of learning and personal and social development of children; reflect on the strategies used to streamline spaces designed for listening and reading narratives. We embark on a qualitative study and resort to participant observation for data collection, recording them through field notes and photographs. We also proceed to the content analysis of this information and the texts of the narratives. The data allow us to realize that the learning experiences made it possible, based on some narratives for childhood, to promote a holistic approach of the different areas and domains of content, enhancing the formation and personal and social development of children, namely the construction of identity and self-esteem, independence and autonomy, self-awareness as a learner, democratic coexistence and citizenship.
This report focuses on the Practice of Supervised Teaching that we develop in daycare and kindergarten contexts, integrating a reflective and investigative approach in which a work is evidenced and the reading of narratives (polished books) is promoted with a view to the development of multiple competencies of children. Considering the formative potentialities that the narratives present, we believe it is important to value them in the learning process of children and to equate their potential contributions to children’s personal and social education. Thus, the work developed was guided by the following objectives: to promote the taste for children's reception literature, promoting contact with it; analyze narratives for childhood as facilitators of learning and personal and social development of children; reflect on the strategies used to streamline spaces designed for listening and reading narratives. We embark on a qualitative study and resort to participant observation for data collection, recording them through field notes and photographs. We also proceed to the content analysis of this information and the texts of the narratives. The data allow us to realize that the learning experiences made it possible, based on some narratives for childhood, to promote a holistic approach of the different areas and domains of content, enhancing the formation and personal and social development of children, namely the construction of identity and self-esteem, independence and autonomy, self-awareness as a learner, democratic coexistence and citizenship.
Description
Keywords
Crianças Aprendizagem Narrativa Formação pessoal Formação social