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Authors
Advisor(s)
Abstract(s)
Durante 15 semanas assumi a posição de estagiária numa sala com vinte e três crianças, com idades compreendidas entre os três e os cinco anos, uma educadora de infância e uma ajudante de ação educativa, num jardim-de-infância de uma Instituição Particular de Solidariedade Social, na cidade de Lisboa.
O presente relatório pretende dar a conhecer ao leitor as ideias, as motivações, as intenções pedagógicas e os processos vividos durante a intervenção na prática profissional supervisionada, bem como todo o processo de desenvolvimento e aprendizagem que contribuíram para a construção de um modelo pessoal de intervenção educativa refletido e fundamentado. Apresenta-se também neste relatório uma investigação que emergiu no decorrer do estágio e que tem o seguinte título: “A emergência da escrita na Educação Pré-Escolar: As conceções das crianças”.
Nesse sentido, pretendeu-se de uma forma reflexiva e fundamentada, identificar e caracterizar os conhecimentos emergentes num grupo de crianças entre os 4 e 5 anos relativos à linguagem escrita, ao nível da funcionalidade e das conceptualizações.
Para investigar o tema proposto, realizou-se um estudo de caso com uma metodologia qualitativa, recorrendo a diferentes técnicas e instrumentos de recolha de dados. Posteriormente à recolha dos dados, estes foram analisados e comparados.
ABSTRACT For 15 weeks I assumed a position as an intern at a kindergarten from a Private Solidarity Institution, localized in Lisbon, with a group of twenty three children between three and five years olds, a kindergarten teacher and an educational assistant. The purpose of this report is to inform the reader of the ideas, motivations, pedagogical intentions and processes experienced during the intervention in supervised professional practice, as well as the entire development and learning process that contributed to the construction of a reflected and personal intervention model. This report also presents an investigation that emerged during the internship and which has the following title: "The emergence of writing in pre-school education: The conceptions of children". Therefore, it was intended in a reflexive and well-founded way, to identify and characterize the emerging knowledge of a group of 15 children between 4 and 5 years old when it comes to the conceptualizations of written language and its functionality. To investigate the proposed theme, a case study was carried out using a qualitative methodology, using different techniques and data collection instruments. After data collection, the data were analyzed and compared.
ABSTRACT For 15 weeks I assumed a position as an intern at a kindergarten from a Private Solidarity Institution, localized in Lisbon, with a group of twenty three children between three and five years olds, a kindergarten teacher and an educational assistant. The purpose of this report is to inform the reader of the ideas, motivations, pedagogical intentions and processes experienced during the intervention in supervised professional practice, as well as the entire development and learning process that contributed to the construction of a reflected and personal intervention model. This report also presents an investigation that emerged during the internship and which has the following title: "The emergence of writing in pre-school education: The conceptions of children". Therefore, it was intended in a reflexive and well-founded way, to identify and characterize the emerging knowledge of a group of 15 children between 4 and 5 years old when it comes to the conceptualizations of written language and its functionality. To investigate the proposed theme, a case study was carried out using a qualitative methodology, using different techniques and data collection instruments. After data collection, the data were analyzed and compared.
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 Conceptualizações da linguagem escrita Emergência da escrita Funcionalidade da linguagem escrita Supervised professional practice Conceptualizations of written language Writing emergency Functionality of written language
Citation
Barrela, A. S. V. (2018). A emergência da escrita na educação pré-escolar - As conceções das crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9458