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Advisor(s)
Abstract(s)
Enquadrado no Mestrado em Educação Pré-Escolar (MEPE), o presente relatório aborda, de forma reflexiva e fundamentada, todo o processo por mim vivido durante três meses em contexto de jardim de infância com um grupo de dez crianças com idades compreendidas entre os 4 e 6 anos, no âmbito da Prática Profissional Supervisionada (PPS).
Partindo da caraterização e intenções para a ação, identifiquei os tempos de transição como a problemática, pois senti uma fragilidade em dinamizar as transições. Os momentos de transição têm intrínseco a organização dos diversos momentos, ou seja, a gestão da rotina diária. As rotinas são minuciosamente planeadas, assim como devem ser também as transições. Isto porque, quando as crianças mudam de uma atividade para outra podem desorientar-se se não souberem o que vão fazer e aquilo que se espera delas. A organização de uma rotina consistente e repetitiva permite que as crianças sejam autónomas e se sintam seguras, pois estas começam a prever os diversos momentos que se vão seguindo diariamente.
Desta forma, considerei que tinha de aprofundar este tema, realizando um estudo enquadrado na lógica da metodologia da investigação-ação. Equacionei a questão desencadeadora da seguinte forma: Que estratégias pode o educador desenvolver no sentido de antecipar os vários momentos da rotina diária e assim proporcionar bons momento de transição? Este estudo contempla uma revisão de literatura, fazendo referência aos conceitos e fundamentos teóricos inerentes, articulada à experiência vivida no contexto educativo.
Por último, analiso a construção e o desenvolvimento da profissionalidade docente, identificando os aspetos que a PPS me proporcionou.
ABSTRACT As part of the Master's Degree in Pre-School Education (MEPE), this report covers, in a reflexive and well-informed way, the whole process I lived for three months in a kindergarten context with a group of ten children aged 4 And 6 years, under the Supervised Professional Practice (PPS). Starting from the characterization and intentions for the action, I identified the times of transition as the problematic, since I felt a fragility in dynamiting the transitions. The moments of transition have intrinsic the organization of the different moments, that is, the management of the daily routine. The routines are minutely planned, as should the transitions. This is because when children change from one activity to another they may become disoriented if they do not know what they are going to do and what is expected of them. The organization of a consistent and repetitive routine allows the children to be autonomous and feel safe, because they begin to predict the various moments that are followed daily. In this way, I considered that I had to deepen this subject, realizing a study framed in the logic of the methodology of the research-action. I equated the triggering question as follows: What strategies can the educator develop in order to anticipate the various moments of the daily routine and thus provide a good moment of transition? This study contemplates a literature review, making reference to the inherent theoretical concepts and fundamentals, articulated to the experience lived in the educational context. Finally, I analyze the construction and development of the teaching professional, identifying the aspects that the PPS provided me.
ABSTRACT As part of the Master's Degree in Pre-School Education (MEPE), this report covers, in a reflexive and well-informed way, the whole process I lived for three months in a kindergarten context with a group of ten children aged 4 And 6 years, under the Supervised Professional Practice (PPS). Starting from the characterization and intentions for the action, I identified the times of transition as the problematic, since I felt a fragility in dynamiting the transitions. The moments of transition have intrinsic the organization of the different moments, that is, the management of the daily routine. The routines are minutely planned, as should the transitions. This is because when children change from one activity to another they may become disoriented if they do not know what they are going to do and what is expected of them. The organization of a consistent and repetitive routine allows the children to be autonomous and feel safe, because they begin to predict the various moments that are followed daily. In this way, I considered that I had to deepen this subject, realizing a study framed in the logic of the methodology of the research-action. I equated the triggering question as follows: What strategies can the educator develop in order to anticipate the various moments of the daily routine and thus provide a good moment of transition? This study contemplates a literature review, making reference to the inherent theoretical concepts and fundamentals, articulated to the experience lived in the educational context. Finally, I analyze the construction and development of the teaching professional, identifying the aspects that the PPS provided me.
Description
Relatório da Prática Profissional Supervisionada (Módulo Jardim de Infância) apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Rotinas Tempos de transição Educação Docente Jardim de infância Routines Transition times Kindergarten Education Teacher Supervised professional practice
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação