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Abstract(s)
A investigação que fundamenta este relatório tem como suporte concetual as linhas que defendem que a diferenciação pedagógica representa uma forma de valorizar e motivar a criança para a aprendizagem, envolvendo-a e apoiando-a na procura de conhecimentos. O presente estudo foi desenvolvido no âmbito da prática de ensino supervisionada, que decorreu de novembro de 2016 a maio de 2017, tendo como atores centrais três grupos de crianças: um de creche, com um grupo de crianças, dos três aos doze meses, de educação pré-escolar, com três anos de idade, e outro de 1.º ciclo do ensino básico, com 9 anos de idade. O estudo centra-se no papel do educador (estagiário), enquanto diferenciador, motivador e desafiador das crianças, e na tentativa de adequar as suas práticas aos grupos, de modo a conseguir apoiar cada criança na sua individualidade, ritmo e especificidade cultural. Assenta numa conceção metodológica que possibilita a articulação de abordagens de matriz quantitativa e qualitativa na recolha e análise dos dados. Os dados foram recolhidos por diferentes técnicas e instrumentos, que incluem notas de campo e gravação vídeo da ação educativa, para avaliar o desempenho do educador (neste caso, o empenhamento do estagiário). Foi, também, utilizada a escala de empenhamento do adulto, com os procedimentos descritos no Manual Desenvolvendo a Qualidade em Parcerias. Dos resultados emerge a necessária aprendizagem das interações do educador/professor em formação, no sentido de potenciar de forma mais intencional a diferenciação pedagógica, o questionamento e o desafio oportunos.
This research supporting this report is based on approaches that defend that pedagogic differentiation is a way of valuing and motivating children for learning, involving and supporting them in the search for knowledge. The study was developed within the framework of the supervised teaching practice, which ran from October 2016 to May 2017, with three groups of children: one group of nursery with twelve months, other group of preschoolers with three years old and another group of children from elementary, with 9 years old. The study focuses on the role of the educator (trainee) as a differentiator, motivator and challenger of children, and in the attempt to tailor his practices to the groups, in order to support each child in their individuality, rhythm and cultural specificity. It is a mixed quantitative and qualitative research, since both kinds of data arise. This data, was collected through different techniques and instruments, including field notes and video recording of the educational action to evaluate the educator's performance (in this case, the trainee's engagement). The adult engagement scale was also used, with the procedures described in the Effective Early Learning Project. The results highlight the necessary learning of the interactions of the educator/teacher in formation, towards the intentional potentiation of the pedagogical differentiation, the questioning and the opportune challenges.
This research supporting this report is based on approaches that defend that pedagogic differentiation is a way of valuing and motivating children for learning, involving and supporting them in the search for knowledge. The study was developed within the framework of the supervised teaching practice, which ran from October 2016 to May 2017, with three groups of children: one group of nursery with twelve months, other group of preschoolers with three years old and another group of children from elementary, with 9 years old. The study focuses on the role of the educator (trainee) as a differentiator, motivator and challenger of children, and in the attempt to tailor his practices to the groups, in order to support each child in their individuality, rhythm and cultural specificity. It is a mixed quantitative and qualitative research, since both kinds of data arise. This data, was collected through different techniques and instruments, including field notes and video recording of the educational action to evaluate the educator's performance (in this case, the trainee's engagement). The adult engagement scale was also used, with the procedures described in the Effective Early Learning Project. The results highlight the necessary learning of the interactions of the educator/teacher in formation, towards the intentional potentiation of the pedagogical differentiation, the questioning and the opportune challenges.
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Keywords
Diferenciação pedagógica Educação de infância 1.º Ciclo do Ensino Básico