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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II
(PPS II), em contexto de JI. Este tem como finalidade dar sustentabilidade teórica à
ação profissional, sendo também um contributo essencial para uma reflexibilidade
interveniente na ação e na estruturação da identidade profissional.
Foi observado e caracterizado um grupo de 19 crianças dos 4 aos 6 anos e a
partir dessa caracterização, ou seja, os interesses, as necessidades e as
potencialidades das crianças, surgiu o tema de investigação “Qual o papel do educador
na apropriação da escrita e da leitura numa sala de JI?”.
A investigação desenvolvida foi de índole qualitativa, tendo sido utilizada uma
investigação-ação para melhor responder aos objetivos pré-estabelecidos: Identificar os
conhecimentos das crianças pela escrita; Perceber quais as estratégias mais eficazes
que facilitam a apropriação das crianças na escrita.
De forma a realizar a investigação utilizei uma técnica direta de recolha de dados
assente na observação participante, utilizei a entrevista semiestruturada, as notas de
campo e os registos fotográficos e gráficos.
O objetivo principal desta investigação tinha que ver com uma mudança na ação
relativamente à emergência da escrita. Assim foram criadas estratégias e
subestratégias que promovessem essa emergência.
Os dados foram todos apresentados e analisados, sendo verificada uma
mudança da ação. A partir das subestratégias desenvolvidas verificou-se uma aquisição
de conhecimentos no que concerne à emergência da escrita, mais concretamente, à
sua funcionalidade, aos aspetos figurativos e à consciência fonológica.
ABSTRACT This report is part of the Supervised Professional Practice II (PPS II), in a kindergarten context. The report aims to provide theoretical sustainability to professional action and is also an essential contribution to an intervening reflexibility in action and in the structuring of professional identity. A group of 19 children aged 4 to 6 years was observed and characterized and from this characterization, i.e., the interests, needs and potentialities of the children, the research theme "What is the role of the teacher in the appropriation of writing and reading in a kindergarten classroom?" emerged. The research developed was of a qualitative nature, having used action research to better respond to the pre-established objectives: To identify the children's knowledge of writing; To understand which are the most effective strategies that facilitate the children's appropriation of writing. To carry out the research, I used a direct data collection technique based on participant observation, semi-structured interviews, field notes and photographic and graphic records. The main objective of this research had to do with a change in action regarding the emergence of writing. These strategies and sub-strategies were created to promote this emergence. The data were all presented and analyzed, and a change in action was verified. Based on the sub-strategies developed, there was an acquisition of knowledge regarding the emergence of writing, more specifically, its functionality, figurative aspects and phonological awareness.
ABSTRACT This report is part of the Supervised Professional Practice II (PPS II), in a kindergarten context. The report aims to provide theoretical sustainability to professional action and is also an essential contribution to an intervening reflexibility in action and in the structuring of professional identity. A group of 19 children aged 4 to 6 years was observed and characterized and from this characterization, i.e., the interests, needs and potentialities of the children, the research theme "What is the role of the teacher in the appropriation of writing and reading in a kindergarten classroom?" emerged. The research developed was of a qualitative nature, having used action research to better respond to the pre-established objectives: To identify the children's knowledge of writing; To understand which are the most effective strategies that facilitate the children's appropriation of writing. To carry out the research, I used a direct data collection technique based on participant observation, semi-structured interviews, field notes and photographic and graphic records. The main objective of this research had to do with a change in action regarding the emergence of writing. These strategies and sub-strategies were created to promote this emergence. The data were all presented and analyzed, and a change in action was verified. Based on the sub-strategies developed, there was an acquisition of knowledge regarding the emergence of writing, more specifically, its functionality, figurative aspects and phonological awareness.
Description
Relatório da prática do ensino supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Emergência da escrita Aprendizagens Estratégias Emergence of writing Learning Strategies
Pedagogical Context
Citation
Pereira, M. F. A. (2021). O papel do educador na apropriação da escrita e da leitura numa sala de JI (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14529