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Abstract(s)
O presente relatório evidencia a intervenção e pesquisa realizada num jardim de infância que a partir de um plano de ação, refletido e fundamentando, contribuiu para aprofundar conhecimentos sobre a área das ciências em educação pré-escolar e para o meu próprio desenvolvimento profissional.
Neste sentido a Prática Profissional Supervisionada II decorreu numa escola pública no distrito de Lisboa, com um grupo de vinte e cinco crianças, treze rapazes e doze raparigas, com idades compreendidas entre os três e os seis anos.
A problemática da pesquisa emergiu na fase inicial do estágio, a partir da constatação de que as crianças raramente exploravam a área das ciências. Neste sentido, realizei uma investigação qualitativa, sobre a própria prática, com o objetivo de compreender a perceção das crianças e da educadora sobre a área das ciências, bem como, de identificar as estratégias que contribuem para a exploração de materiais e para o desenvolvimento de capacidades investigativas.
Para a recolha de dados foram utilizadas várias técnicas, como a observação participante e não participante, a entrevista à educadora e a seis crianças e consulta documental.
Ao longo da pesquisa identifiquei algumas estratégias que contribuíram para a promoção dos objetivos descritos anteriormente, nomeadamente: alargar oportunidades de exploração na área das ciências, introduzir novos indutores/materiais no espaço da área das ciências, implementar atividades que vão ao encontro dos interesses e gostos do grupo, proporcionar tempo e espaço às crianças para explorarem os materiais.
No que se relaciona com a perceção das crianças sobre a área das ciências, as informações recolhidas indicam que, inicialmente, as crianças atribuíam um único propósito a esta área, a exploração de animais. Após a intervenção educativa, as crianças reconheceram outras possibilidades de exploração sobre outros elementos que as rodeiam. A educadora destaca a importância da área das ciências, sobretudo para as crianças descobrirem o mundo que as rodeia.
ABSTRACT The purpose of this report is to consolidate appropriate knowledge, skills and attitudes of educational intervention through the elaboration of significant curricular proposals for the group of children, allowing the construction of a personal model of educational intervention reflecting and grounding these same proposals. The Supervised Professional Practice II was held, in a public school in the district of Lisbon. The group consisted of twenty-five children, thirteen of them were boys and twelve were girls, aged between three years and six years. It was in this context that I carried out an investigation with the theme "from the area of sciences in pre-school education to the strategies of exploration: Reports of an educational practice" and where it was possible, from the non-participant observation, to verify that children rarely chose the area of science at the time of playing, this space being used only when they were in outer space and discovered some animals. Its main objectives were to identify which strategies of the practice itself contribute to the exploration of scientific materials and concepts in the area of sciences and to understand the investigative capacities that the implemented strategies develop. It was used as a method the "investigation about the practice itself", which is based on the reflection that the professional does (Ponte 2002), taking a mixed approach. Several techniques were used to collect data, such as participant and non-participant observation, interviews with the educator and six children, and documentary consultation. Five strategies were identified: expanding exploration opportunities of the science area, introducing new inductors in space of the science area, implementing activities that meet the interests and tastes of the group, providing time and space for children to explore materials and question the group about what area of the room they want to play, starting with the area of science. I also understood the children's perception of the area, although, initially, for the group, the area of science was used to explore the animals and, after the investigation, they added that we could also find out more things and investigate. For the educator this area is important for the development of the group and for the discovery of the world that surrounds it.
ABSTRACT The purpose of this report is to consolidate appropriate knowledge, skills and attitudes of educational intervention through the elaboration of significant curricular proposals for the group of children, allowing the construction of a personal model of educational intervention reflecting and grounding these same proposals. The Supervised Professional Practice II was held, in a public school in the district of Lisbon. The group consisted of twenty-five children, thirteen of them were boys and twelve were girls, aged between three years and six years. It was in this context that I carried out an investigation with the theme "from the area of sciences in pre-school education to the strategies of exploration: Reports of an educational practice" and where it was possible, from the non-participant observation, to verify that children rarely chose the area of science at the time of playing, this space being used only when they were in outer space and discovered some animals. Its main objectives were to identify which strategies of the practice itself contribute to the exploration of scientific materials and concepts in the area of sciences and to understand the investigative capacities that the implemented strategies develop. It was used as a method the "investigation about the practice itself", which is based on the reflection that the professional does (Ponte 2002), taking a mixed approach. Several techniques were used to collect data, such as participant and non-participant observation, interviews with the educator and six children, and documentary consultation. Five strategies were identified: expanding exploration opportunities of the science area, introducing new inductors in space of the science area, implementing activities that meet the interests and tastes of the group, providing time and space for children to explore materials and question the group about what area of the room they want to play, starting with the area of science. I also understood the children's perception of the area, although, initially, for the group, the area of science was used to explore the animals and, after the investigation, they added that we could also find out more things and investigate. For the educator this area is important for the development of the group and for the discovery of the world that surrounds it.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Área das ciências Materiais Capacidades investigativas Educação pré-escolar Area of science Materials Children Strategies
Citation
Neves, A. C. P. (2019). Da área das ciências em educação pré-escolar às estratégias de exploração: Relatos de uma prática educativa (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10883
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa