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Abstract(s)
Esta investigação faz parte de um estudo realizado no âmbito do desenvolvimento
pessoal e profissional do pessoal da Pré-Escolar de São Tomé e Príncipe e teve como
finalidade procurar recolher e tratar informações que permitam encontrar modalidades de
formação, construção e implementação de ações que conduzam ao desenvolvimento
profissional dos educadores e de práticas pedagógicas, em jardim-de-infância, favoráveis
à aprendizagem científica de crianças deste nível etário.
A presente investigação teve como objectivos analisar as ideias e práticas relativamente
ao ensino-aprendizagem das ciências e compreender em que medida uma modalidade
específica de formação, pode contribuir para alterar ideias e práticas das educadoras.
Para tal, concebemos três questões de investigação: (i) Quais as concepções e práticas
das educadoras de infância no âmbito da aprendizagem científica no jardim-de-infância?;
(ii) Qual a importância de uma modalidade de formação na mudança das concepções e
práticas das educadoras de infância?; e (iii) Quais as potencialidades e limites da
modalidade de formação implementada no desenvolvimento profissional das educadoras
de infância?
Trata-se de um estudo baseado na metodologia de investigação-ação. Os sujeitos do
nosso estudo foram três educadoras de infância de uma instituição infantil da cidade de
S. Tomé e respectivos grupos de crianças de 5/6 anos que pertenciam a grupos sociais
diferentes (classe social e género).
Os resultados evidenciam que as educadoras colaboradoras antes da formação,
atribuíam pouca importância à aprendizagem das ciências no jardim-de-infância e após a
formação, revelaram estar mais sensíveis a esta dimensão de aprendizagem, passando a
dar maior importância à aquisição de conhecimentos científicos e ao desenvolvimento de
competências investigativas neste domínio. Mostraram, ainda, que no decurso da
formação, as educadoras alteraram, as suas concepções científicas e as práticas
pedagógicas implementadas.
Concluímos que a formação continuada é fundamental para o desenvolvimento
profissional dos educadores.
This research is part of a study conducted under the personal and professional development of the staff of Preschool of Sao Tome and Principe and aimed to search for collecting and processing information enabling find training arrangements, construction and implementation of actions that lead to professional development of educators and pedagogical practices in garden for children, favorable to the scientific learning of children in this age group. This research had as objective to analyze the ideas and practices regarding the teaching and learning of science and understand the extent to which a specific type of training can contribute to change ideas and practices of educators. To this end, we have designed three research questions: (i) What are the concepts and practices of kindergarten teachers in scientific learning in the garden for children ?; (ii) What is the importance of teacher training in changing conceptions and practices of kindergarten teachers?; and (iii) What are the potential and limits of teacher training implemented in the professional development of kindergarten teachers? This is a study based on research-action methodology. The subjects in our study were three educator childhood of children's institution in the city of São Tomé and their groups of children 5/6 years belonging to different social groups (social class and gender). The results show that educators collaborating before training, attached little importance to the learning of science in the garden for children and after training, revealed to be more sensitive to this dimension of learning, starting to give greater importance to the acquisition of scientific knowledge and the development of investigative powers in this area. Also showed that during the training, the teachers changed, its scientific conceptions and implemented pedagogical practices. We conclude that continuing education is essential for the professional development of educators.
This research is part of a study conducted under the personal and professional development of the staff of Preschool of Sao Tome and Principe and aimed to search for collecting and processing information enabling find training arrangements, construction and implementation of actions that lead to professional development of educators and pedagogical practices in garden for children, favorable to the scientific learning of children in this age group. This research had as objective to analyze the ideas and practices regarding the teaching and learning of science and understand the extent to which a specific type of training can contribute to change ideas and practices of educators. To this end, we have designed three research questions: (i) What are the concepts and practices of kindergarten teachers in scientific learning in the garden for children ?; (ii) What is the importance of teacher training in changing conceptions and practices of kindergarten teachers?; and (iii) What are the potential and limits of teacher training implemented in the professional development of kindergarten teachers? This is a study based on research-action methodology. The subjects in our study were three educator childhood of children's institution in the city of São Tomé and their groups of children 5/6 years belonging to different social groups (social class and gender). The results show that educators collaborating before training, attached little importance to the learning of science in the garden for children and after training, revealed to be more sensitive to this dimension of learning, starting to give greater importance to the acquisition of scientific knowledge and the development of investigative powers in this area. Also showed that during the training, the teachers changed, its scientific conceptions and implemented pedagogical practices. We conclude that continuing education is essential for the professional development of educators.
Description
Keywords
Educação em ciências Formação de Educadores de Infância Prática pedagógica