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Advisor(s)
Abstract(s)
O presente relatório resulta do trabalho desenvolvido na Unidade Curricular de Prática Profissional Supervisionada II (PPSII), que decorreu, ao longo de quatro meses tendo como principal finalidade a análise reflexiva do percurso interventivo realizado, numa sala de jardim de infância, com um grupo de crianças com idades compreendidas entre os três e os cinco anos.
Deste modo, irei descrever, fundamentar, analisar e avaliar a prática desenvolvida neste contexto, apresentando, para o efeito, a caracterização do contexto educativo e dos seus intervenientes, as intenções delineadas para a prática, a investigação desenvolvida e, por fim, a construção da minha profissionalidade como futura educadora de infância.
No decurso da PPSII surgiu o interesse por realizar uma investigação sobre os materiais riscadores existentes na sala 4, com os seguintes objetivos: (i) Identificar e caracterizar os materiais riscadores existentes em sala; (ii) Conhecer a visão da equipa de sala sobre as potencialidades e funcionalidades dos materiais riscadores; (iii) Conhecer a perspetiva das crianças sobre os materiais riscadores existentes em sala; (iv) Identificar as escolhas mais frequentes das crianças em relação aos materiais riscadores; e (v) Caracterizar as interações entre pares aquando da utilização dos materiais riscadores. Para o efeito, optou-se por realizar um estudo de natureza qualitativa ou interpretativa, orientado pela metodologia de estudo de caso. A recolha de dados passou pela utilização da técnica de observação participante e não participante, através do registo de notas de campo e de registos de observação naturalista, e pela técnica de observação indireta, com a realização de entrevistas semidiretivas aos elementos da equipa educativa e a dez crianças integradas no grupo da sala 4. Os dados reunidos foram tratados através da técnica de análise de conteúdo.
Os resultados do estudo revelam que, através da experimentação e manuseamento dos materiais riscadores as crianças expressam os seus sentimentos e pensamentos, podendo também, desenvolver as suas capacidades e construir novas aprendizagens. Os resultados revelam ainda que, é na escuta ativa da criança, na observação e registo individual sobre cada uma e sobre o grupo em geral, que a
Educadora Cooperante sustenta as estratégias que utiliza para a seleção e manutenção dos materiais riscadores disponibilizados ao grupo de crianças.
This report is the result of the work developed in the Supervised Professional Practice II (SPPII) curricular unit, which took place over four months and had as its main purpose the reflective analysis of the intervening path taken in a kindergarten room, with a group of children aged between three and five years old. Thus, I will describe, substantiate, analyze and evaluate the practice developed in this context, presenting, for this purpose, a characterization of the educational context and its actors, the intentions that were outlined for the practice, the research carried out and, finally, the construction of my professionalism as a future kindergarten teacher. In the course of the Practice, an interest was sparked in conducting an investigation on the scratching materials in classroom 4, with the following objectives: (i) to identify and characterize the scratching materials in the classroom; (ii) to know the classroom team's view on the potential and functionalities of the scratching materials; (iii) to know the children's perspective on the scratching materials in the classroom; (iv) to identify the children's most frequent choices in relation to the scratching materials; and (v) to characterize the interactions between peers when using the scratching materials. To this end, we chose to conduct a qualitative or interpretative study, guided by the case study methodology. Data were collected using participant and non-participant observation techniques, through field notes and naturalistic observation records, and indirect observation techniques, through semi-direct interviews with members of the educational team and ten children from classroom 4 group. The data collected were treated using the content analysis technique. The results of the study show that through experimentation and handling of scratching materials children express their feelings and thoughts, and may also develop their skills and build new learning. The results also show that it is through active listening to the child, observation and individual recording of each child and the group in general, that the Cooperating Educator supports the strategies she uses for the selection and maintenance of the scratching materials provided to the group of children.
This report is the result of the work developed in the Supervised Professional Practice II (SPPII) curricular unit, which took place over four months and had as its main purpose the reflective analysis of the intervening path taken in a kindergarten room, with a group of children aged between three and five years old. Thus, I will describe, substantiate, analyze and evaluate the practice developed in this context, presenting, for this purpose, a characterization of the educational context and its actors, the intentions that were outlined for the practice, the research carried out and, finally, the construction of my professionalism as a future kindergarten teacher. In the course of the Practice, an interest was sparked in conducting an investigation on the scratching materials in classroom 4, with the following objectives: (i) to identify and characterize the scratching materials in the classroom; (ii) to know the classroom team's view on the potential and functionalities of the scratching materials; (iii) to know the children's perspective on the scratching materials in the classroom; (iv) to identify the children's most frequent choices in relation to the scratching materials; and (v) to characterize the interactions between peers when using the scratching materials. To this end, we chose to conduct a qualitative or interpretative study, guided by the case study methodology. Data were collected using participant and non-participant observation techniques, through field notes and naturalistic observation records, and indirect observation techniques, through semi-direct interviews with members of the educational team and ten children from classroom 4 group. The data collected were treated using the content analysis technique. The results of the study show that through experimentation and handling of scratching materials children express their feelings and thoughts, and may also develop their skills and build new learning. The results also show that it is through active listening to the child, observation and individual recording of each child and the group in general, that the Cooperating Educator supports the strategies she uses for the selection and maintenance of the scratching materials provided to 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 Educador Materiais riscadores Desenvolvimentos Children Educator Scratching materials Development Aprendizagem Learning
Citation
Salgueiro, M. I. O. (2022). Materiais riscadores numa sala de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15812