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Authors
Advisor(s)
Abstract(s)
O relatório de estágio aqui apresentado foi elaborado no âmbito do Mestrado em Educação Pré-Escolar no seguimento da prática profissional supervisionada em contexto de Jardim de Infância, com um grupo de 20 crianças com idades compreendidas entre os três e os seis anos.
Este é um trabalho ilustrativo e uma reflexão crítica acerca da intervenção desenvolvida nos seis meses de prática.
É apresentada uma caracterização do contexto educativo, os seus objetivos e uma reflexão analítica da intervenção bem como os moldes da avaliação do processo interventivo. É também exposta a investigação realizada durante a intervenção suportada pelo conhecimento existente acerca da influência das histórias na aprendizagem das crianças. Tem como objetivo principal avaliar a importância da educação literária no desenvolvimento do léxico das crianças. Neste sentido, foi feita uma avaliação às crianças, implementado um momento específico de leitura e dada voz às famílias, à educadora cooperante e a uma professora bibliotecária. Por último, é ainda reservado um capítulo para a questão da construção da profissionalidade e a progressiva construção de conhecimento e aprendizagens no contexto prático (experiência) no que respeita à intervenção pedagógica.
No que concerne à metodologia, esta assume uma natureza qualitativa, tendo-se optado pela investigação-ação e utilizadas variadas técnicas de recolha de dados. A análise e discussão dos dados evidenciaram que existe uma relação entre a Educação Literária e o Léxico e a influência que as histórias têm no desenvolvimento das crianças. Os resultados desta investigação contribuem, assim, para a discussão sobre os conhecimentos e as capacidades metalinguísticas adquiridas antes da entrada formal no Ensino Básico (Mendes, 2015) que estão fortemente relacionadas com a futura aprendizagem da leitura.
ABSTRACT The report here presented was elaborated within the scope of the master’s degree in Pre-School Education following the supervised professional practice in the context of kindergarten, with a group of 20 children aged between three and six years old. This is an illustrative paper and a critical reflection on the development of the intervention over six months of practice. It is presented a characterization of the educational context, its objectives, and an analytical reflection of the intervention as well as the molds in which the evaluation of the process was made. It is also exposed in this report the investigation made supported by the previously established knowledge about the influence of stories in children’s learning. Arrogating as the primary objective the evaluation of the importance of literary education in the development of the children’s lexis. An evaluation was made of the children’s knowledge, implemented a specific moment for reading and given voice to the families, the educator in charge and a librarian teacher. Lastly it was also reserved a chapter for the construction of teaching professionalism and the progressive construction of knowledge and the constant learning in the practical context (experience) regarding my pedagogical intervention. Methodologically this investigation assumes a qualitative nature, having opted for an investigation-action and using several data collection techniques. The analysis and discussion of data showed that there is a relation between the Literary Education and the Lexis and the influence that children’s stories have on their development. The results of this investigation, therefore, contribute to the discussion on the knowledge and metalinguistic capabilities acquired before formally entering Basic Education (Mendes, 2015) which are strongly related with the future learning of the reading domain.
ABSTRACT The report here presented was elaborated within the scope of the master’s degree in Pre-School Education following the supervised professional practice in the context of kindergarten, with a group of 20 children aged between three and six years old. This is an illustrative paper and a critical reflection on the development of the intervention over six months of practice. It is presented a characterization of the educational context, its objectives, and an analytical reflection of the intervention as well as the molds in which the evaluation of the process was made. It is also exposed in this report the investigation made supported by the previously established knowledge about the influence of stories in children’s learning. Arrogating as the primary objective the evaluation of the importance of literary education in the development of the children’s lexis. An evaluation was made of the children’s knowledge, implemented a specific moment for reading and given voice to the families, the educator in charge and a librarian teacher. Lastly it was also reserved a chapter for the construction of teaching professionalism and the progressive construction of knowledge and the constant learning in the practical context (experience) regarding my pedagogical intervention. Methodologically this investigation assumes a qualitative nature, having opted for an investigation-action and using several data collection techniques. The analysis and discussion of data showed that there is a relation between the Literary Education and the Lexis and the influence that children’s stories have on their development. The results of this investigation, therefore, contribute to the discussion on the knowledge and metalinguistic capabilities acquired before formally entering Basic Education (Mendes, 2015) which are strongly related with the future learning of the reading domain.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Educação Literária Léxico Histórias infantis Família Supervised professional practice Literary education Lexicon Children’s stories Family
Citation
Martins, I. I. D. (2021). Não abra este relatório!: a influência das histórias na aprendizagem das crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14496