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Abstract(s)
Considerando que nos dias de hoje, cada vez mais presenciamos constantes
mudanças e novos desafios, torna-se fundamental que o ser humano desenvolva, desde
muito cedo, diversificadas competências que lhe permitam adaptar-se e reinventar-se
constantemente. Sendo a autonomia, aliada à capacidade de tomar decisões, consideradas
competências que devem ser desenvolvidas desde muito cedo, de forma a formar cidadãos
mais ativos, torna-se crucial a abordagem desta temática. O presente relatório, foi
realizado no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES)
inserida no plano de estudos do curso de Mestrado em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico (MEPE e 1.º CEB), da Escola Superior de Educação (ESE), do
Instituto Politécnico de Bragança. No âmbito da PES pude desenvolver práticas de ação
educativa em contexto de creche, educação pré-escolar (EPE) e 1.º ciclo do ensino básico
(1.ºCEB), nas quais procurei planificar e implementar experiências de ensino e aprendizagem
que sobretudo considerassem os interesses e necessidades das crianças, mas também que
permitissem ir ao encontro da problemática que decidi investigar, a Tomada de decisões e
autonomia das crianças: dinâmicas facilitadoras. Para tal, foram delineados os seguintes
objetivos: i) averiguar de que forma a autonomia e tomada de decisões é trabalhada e
vivida em contexto escolar; ii) conhecer as conceções das crianças sobre a tomada de
decisões e conceitos a elas subjacentes; iii) realizar dinâmicas promotoras da autonomia
e tomada de decisões das crianças e iv) refletir sobre as minhas próprias práticas tendo
em conta a autonomia e a tomada de decisões das crianças. O presente estudo seguiu uma
metodologia de abordagem qualitativa, tendo sido utilizada a observação participante
como técnica de recolha de dados. Relativamente aos instrumentos utilizados para a
recolha de dados foram as notas de campo, produções das crianças, registos fotográficos
e grelhas de observação. Durante a prática investigativa adotei sempre uma atitude reflexiva
e crítica relativamente ao trabalho desenvolvido. Considerando os resultados obtidos, pode
afirmar-se que o desenvolvimento de competências de tomada de decisões e autonomia,
desde muito cedo se revela crucial no desenvolvimento das crianças. Observando-se ainda
que as crianças revelam um maior envolvimento, participação e motivação pela
aprendizagem, face a experiências de aprendizagem onde podem ser mais autónomas e
tomar mais e melhores decisões.
Considering that, nowadays, we are increasingly witnessing constant changes and new challenges, it is essential that human beings develop, from an early age, diversified skills that allow them to constantly adapt and reinvent themselves. Since autonomy, together with the ability to make decisions, are considered skills that should be developed from an early age, to form more active citizens, it is crucial to address this issue. Considering this theme, this report was developed in the context of the curricular unit of Supervised Teaching Practice included in the study plan of the master’s degree in Preschool Education and Teaching in the1st Cycle of Basic Education of the School of Education of Bragança, Polytechnic Institute of Bragança. During the supervised teaching practice, I was able to develop educational action practices in nursery school, pre-school and primary school contexts, in which I tried to plan and implement teaching and learning experiences that mainly considered the children's interests and needs, but also that allowed me to meet the issue I decided to investigate, namely Children's decision-making and autonomy: facilitating dynamics. To this end, the following objectives were outlined: i) to find out how autonomy and decision-making is worked and lived in a school context; ii) to know the children's conceptions about decision-making and its underlying concepts; iii) to carry out dynamics that promote children's autonomy and decision-making and iv) to reflect on my practices considering children's autonomy and decision-making. This study followed a qualitative approach methodology, and participant observation was used as a data collection technique. The instruments used for data collection were field notes, children's productions, photographic records, and observation grids. During the investigative practice, I always adopted a reflective and critical attitude towards the work developed. Considering the results obtained, it can be stated that the development of decision-making and autonomy skills from an early age is crucial in the development of children. It is also observed that children show greater involvement, participation, and motivation for learning in learning experiences where they can be autonomous and make decisions.
Considering that, nowadays, we are increasingly witnessing constant changes and new challenges, it is essential that human beings develop, from an early age, diversified skills that allow them to constantly adapt and reinvent themselves. Since autonomy, together with the ability to make decisions, are considered skills that should be developed from an early age, to form more active citizens, it is crucial to address this issue. Considering this theme, this report was developed in the context of the curricular unit of Supervised Teaching Practice included in the study plan of the master’s degree in Preschool Education and Teaching in the1st Cycle of Basic Education of the School of Education of Bragança, Polytechnic Institute of Bragança. During the supervised teaching practice, I was able to develop educational action practices in nursery school, pre-school and primary school contexts, in which I tried to plan and implement teaching and learning experiences that mainly considered the children's interests and needs, but also that allowed me to meet the issue I decided to investigate, namely Children's decision-making and autonomy: facilitating dynamics. To this end, the following objectives were outlined: i) to find out how autonomy and decision-making is worked and lived in a school context; ii) to know the children's conceptions about decision-making and its underlying concepts; iii) to carry out dynamics that promote children's autonomy and decision-making and iv) to reflect on my practices considering children's autonomy and decision-making. This study followed a qualitative approach methodology, and participant observation was used as a data collection technique. The instruments used for data collection were field notes, children's productions, photographic records, and observation grids. During the investigative practice, I always adopted a reflective and critical attitude towards the work developed. Considering the results obtained, it can be stated that the development of decision-making and autonomy skills from an early age is crucial in the development of children. It is also observed that children show greater involvement, participation, and motivation for learning in learning experiences where they can be autonomous and make decisions.
Description
Keywords
Tomar decisões Autonomia Prática de ensino supervisionada Creche Educação préescolar 1.º ciclo do ensino básico