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Práticas de leitura e escrita num grupo de crianças dos três aos cinco anos
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Abstract(s)
O presente relatório carateriza-se por retratar de modo reflexivo o percurso realizado no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada II (PPS II), que decorreu numa Instituição Particular de Solidariedade Social (IPSS) numa freguesia na zona intermédia de Lisboa. O grupo era constituído por vinte e quatro crianças com idades compreendidas entre os 3 e os 5 anos.
Este relatório está organizado de forma a refletir o processo de intervenção, a saber: a caracterização do contexto socioeducativo, que levará à definição das intenções para a ação educativa. Dele também faz parte a avaliação das intenções definidas e a forma como correu o processo de intervenção. De seguida, o relatório apresenta a investigação realizada no presente contexto, que focaliza as “Práticas de leitura e escrita num grupo de crianças dos três aos cinco anos”. Este tema surgiu a partir das observações efetuadas ao longo da prática, nas quais foi possível constatar a forma como a equipa educativa implementava as suas práticas, assim como os conhecimentos e os interesses que as crianças demonstravam sobre a leitura e a escrita e em que situações do quotidiano acontecia essa utilização. Deste modo, foram delineados quatro objetivos, os quais estão associados à atitude do adulto, à prática educativa da equipa educativa, aos conhecimentos e interesses das crianças e à forma e aos espaços em que as crianças podem fazer uso da leitura e da escrita. A metodologia utilizada foi o estudo de caso etnográfico e foram utilizadas diversas técnicas e um instrumento para a recolha e análise dos dados.
As análises de resultados permitiram identificar que o papel do adulto é relevante para as crianças quando valoriza o que é feito e os progressos que vão existindo, assumindo-se como modelo e com uma atitude de apoio. A prática da equipa educativa relaciona-se com a participação das famílias e no sentido de incentivar o gosto pela leitura e escrita das crianças. Para além disso, os recursos e as estratégias utilizadas influenciam a utilização da leitura e da escrita pelas crianças. O facto de as crianças possuírem conhecimentos e interesse sobre a escrita e a leitura faz com que a equipa educativa adeque a sua prática aos interesses do grupo de crianças.
ABSTRACT This report is characterized by a reflective portrait of the path taken during the Supervised Professional Practice II (PPS II) course, which took place in a Private Social Solidarity Institution (IPSS) in a parish in the middle of Lisbon. The group was composed of twenty-four childrens aged between 3 and 5 years old. This report is organized to reflect the intervention process, namely: the characterization of the socio-educational context, which will lead to the definition of intentions for the educational action. It also includes the evaluation of the defined intentions and how the intervention process went. After that, the report presents the research conducted in this context, which focuses on "Reading and writing practices in a group of three to five years old children". This theme came up from observations made throughout the practice, in which it was possible to see how the educational team implemented their practices, as well as the knowledge and interests that the children showed about reading and writing and in which daily situations this use happened. In this way, four objectives were outlined, which are associated with the attitude of the adult, the educational practice of the educational team, the knowledge and interests of the children and the ways and spaces in which children can make use of reading and writing. The methodology used was ethnographic case study and several techniques and an instrument were used to collect and analyze the data. The analysis of the results shows that the adult’s role is relevant for children, whenever the adult values the children´s progress, and also acting as a role model and with a supportive attitude. The practice of the educational team is related to the participation of families and to encouraging the children's taste for reading and writing. In addition, the resources and strategies used influence the children's use of reading and writing. The fact that children have knowledge and interest in writing and reading makes the educational team adapt their practice to the interests of the group of children.
ABSTRACT This report is characterized by a reflective portrait of the path taken during the Supervised Professional Practice II (PPS II) course, which took place in a Private Social Solidarity Institution (IPSS) in a parish in the middle of Lisbon. The group was composed of twenty-four childrens aged between 3 and 5 years old. This report is organized to reflect the intervention process, namely: the characterization of the socio-educational context, which will lead to the definition of intentions for the educational action. It also includes the evaluation of the defined intentions and how the intervention process went. After that, the report presents the research conducted in this context, which focuses on "Reading and writing practices in a group of three to five years old children". This theme came up from observations made throughout the practice, in which it was possible to see how the educational team implemented their practices, as well as the knowledge and interests that the children showed about reading and writing and in which daily situations this use happened. In this way, four objectives were outlined, which are associated with the attitude of the adult, the educational practice of the educational team, the knowledge and interests of the children and the ways and spaces in which children can make use of reading and writing. The methodology used was ethnographic case study and several techniques and an instrument were used to collect and analyze the data. The analysis of the results shows that the adult’s role is relevant for children, whenever the adult values the children´s progress, and also acting as a role model and with a supportive attitude. The practice of the educational team is related to the participation of families and to encouraging the children's taste for reading and writing. In addition, the resources and strategies used influence the children's use of reading and writing. The fact that children have knowledge and interest in writing and reading makes the educational team adapt their practice to the interests of the group of children.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Equipa educativa Escrita Leitura Práticas Children Educational team Writing Reading Practices
Citation
Matos, M. O. (2022). Práticas de leitura e escrita num grupo de crianças dos três aos cinco anos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15826