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Advisor(s)
Abstract(s)
O presente relatório decorre da prática profissional supervisionada, desenvolvida em contexto de JI. Tem como objetivo principal, realizar uma análise crítica e reflexiva do processo formativo desenvolvido ao longo da formação, pretendendo ainda partilhar as descobertas e os momentos mais significativos.
Neste relatório, começo por realizar uma caracterização reflexiva do contexto educativo onde decorreu a minha prática de Jardim de Infância, para depois relatar, analisar e avaliar a ação pedagógica.
Pretendo, também, evidenciar a problemática da investigação “A ação do educador na regulação de comportamentos das crianças no jardim de infância.”. Esta será uma continuação da problemática em creche, sendo que irei aprofundar o fenómeno com o recurso aos dados recolhidos no contexto de Jardim de Infância bem como a experiência na prática. Com esta problemática, pretendo, essencialmente, centrar-me na forma como pode o educador promover momentos na rotina que levem a comportamentos de autorregulação das crianças. Metodologicamente, optei por uma abordagem qualitativa recorrendo a diferentes técnicas como a observação participante, a redação de notas de campo e consulta documental, tendo sido estes técnicas utilizadas.
Os resultados obtidos apontam para as seguintes conclusões: é possível trabalhar a autorregulação com as crianças desde que, seja traçado um plano de intervenção, sendo que para isso é necessário observar as crianças em diferentes momentos para que o plano corresponda às fragilidades das crianças; o educador tem um papel fulcral na intervenção, sendo que na maior parte das vezes deve ser um mediador. Para além disso, tem de procurar várias estratégias para intervir com as crianças sendo que por isso, reajusta a sua ação diversas vezes; o processo de autorregulação, bem como o saber ser e saber estar são competências transversais e por isso, demoram o seu tempo a serem adquiridas.
Por último, através de uma reflexão sobre a construção da profissionalidade docente, refiro quais os pontos mais importantes que retiro de toda a intervenção.
ABSTRACT This report occurs from supervised professional practice, developed in the context of JI. Its main objective is to perform a critical and reflexive analysis of the formative process developed throughout the formation, pretending to share as discoveries and the most significant moments. This report begins with the realization of a reflexive characterization of the educational context in which a kindergarten practice takes place and then reports, analyzes and evaluates a pedagogical action. I also want to highlight the research problem "The role of the educator on the reglementation oh behavior for kindgarten children”. This will be a continuation of the problem in day care, being a problem with a problem with the data. With this problem, I intend, essentially, to focus on how the educator can promote moments in the routine that lead to self-regulating behaviors of the children. Methodologically, I opted for a qualitative approach using a variety of techniques of participatory observation, a writing of field notes and documentary consult, I ´ve used those technics. The results obtained point to the following conclusions: it is possible to work self-regulation with the children by providing an intervention plan and for this it is necessary to observe the children at different times so that the plan corresponds to the fragilities of the children;The educator plays a key role in the intervention, and in most cases must be a mediator. In addition, you have to look for several strategies to intervene with the children, and for this reason, readjust your action several times; The process of self-regulation, as well as knowing how to be and knowing how to be are transverse competencies and therefore, they take time to be acquired. Finally, through a reflection on the construction of teaching professionalism, I mention the most important points that I take from the whole intervention.
ABSTRACT This report occurs from supervised professional practice, developed in the context of JI. Its main objective is to perform a critical and reflexive analysis of the formative process developed throughout the formation, pretending to share as discoveries and the most significant moments. This report begins with the realization of a reflexive characterization of the educational context in which a kindergarten practice takes place and then reports, analyzes and evaluates a pedagogical action. I also want to highlight the research problem "The role of the educator on the reglementation oh behavior for kindgarten children”. This will be a continuation of the problem in day care, being a problem with a problem with the data. With this problem, I intend, essentially, to focus on how the educator can promote moments in the routine that lead to self-regulating behaviors of the children. Methodologically, I opted for a qualitative approach using a variety of techniques of participatory observation, a writing of field notes and documentary consult, I ´ve used those technics. The results obtained point to the following conclusions: it is possible to work self-regulation with the children by providing an intervention plan and for this it is necessary to observe the children at different times so that the plan corresponds to the fragilities of the children;The educator plays a key role in the intervention, and in most cases must be a mediator. In addition, you have to look for several strategies to intervene with the children, and for this reason, readjust your action several times; The process of self-regulation, as well as knowing how to be and knowing how to be are transverse competencies and therefore, they take time to be acquired. Finally, through a reflection on the construction of teaching professionalism, I mention the most important points that I take from the whole intervention.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Processo de autorregulação Rotinas Gestão de conflitos Papel do educador Profissionalidade docente Self-regulation process Routines Conflict management Role of educator Teacher professionalism
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação