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Advisor(s)
Abstract(s)
Na Educação Pré-Escolar, muitas vezes, a necessidade que as crianças sentem de encontrar explicações para tudo o que as rodeia encontra-se diretamente associada à Área de Conhecimento do Mundo. Através de um estudo empírico, procurámos caracterizar a formação inicial dos educadores de infância na área das ciências, analisar as suas representações e práticas educativas no que concerne a atividades de índole científica e perceber que estratégias de formação e de supervisão poderão ser utilizadas para abordar esta área de forma mais consistente neste nível educativo. O estudo empírico, que envolveu um inquérito por questionário e entrevistas, foi realizado na rede de Educação Pré-Escolar do Concelho de Ponta Delgada. Os resultados mostram que a maioria das educadoras tem como agrupamento de origem as Humanidades, tendo tido o 9.º ano como o último ano de frequência de disciplinas de ciências físico-químicas e naturais. As inquiridas consideraram insuficiente a sua formação nesta área. Reconheceram a importância e as potencialidades da realização de atividades de ciências com as crianças, mas mais de metade afirmou realizar estas atividades apenas uma vez por semana. Quase todas as educadoras admitiram a necessidade de melhorar as suas práticas neste âmbito. Estes resultados são discutidos à luz de mudanças necessárias ao nível da formação inicial e contínua de educadores nesta área, assim como de possíveis ajustamentos nas práticas e estratégias de supervisão utilizadas com estas profissionais.
Abstract In pre-school education, often the need that children feel to find explanations for everything around them is directly related to the Knowledge of the World area. Through an empirical study, we sought to characterize the initial training of early childhood educators in science, to analyze their perceptions and educational practices regarding the nature science-oriented activities and determine what training and supervision strategies can be used to address this area more consistently in this educational level. The empirical study, which involved a questionnaire survey and interviews, was conducted in the pre-school education network in the municipality of Ponta Delgada. The results show that most teachers did most of their studies in the humanities track and that the 9th grade was the last grade in which they were enrolled in physical, chemical and natural sciences classes. Respondents regarded their training in this area as insufficient. They recognized the importance and potential of conducting science activities with the children, but more than half said that they performed these activities only once a week. Almost all teachers admitted the need to improve their practices in this area. These results are discussed in light of changes needed at the level of initial and continuing teacher training in this area, as well as possible adjustments in supervision practices and strategies used with these professionals.
Abstract In pre-school education, often the need that children feel to find explanations for everything around them is directly related to the Knowledge of the World area. Through an empirical study, we sought to characterize the initial training of early childhood educators in science, to analyze their perceptions and educational practices regarding the nature science-oriented activities and determine what training and supervision strategies can be used to address this area more consistently in this educational level. The empirical study, which involved a questionnaire survey and interviews, was conducted in the pre-school education network in the municipality of Ponta Delgada. The results show that most teachers did most of their studies in the humanities track and that the 9th grade was the last grade in which they were enrolled in physical, chemical and natural sciences classes. Respondents regarded their training in this area as insufficient. They recognized the importance and potential of conducting science activities with the children, but more than half said that they performed these activities only once a week. Almost all teachers admitted the need to improve their practices in this area. These results are discussed in light of changes needed at the level of initial and continuing teacher training in this area, as well as possible adjustments in supervision practices and strategies used with these professionals.
Description
Keywords
Educação pré-escolar Formação Ciências da natureza Supervisão Preschool education Training Science Supervision
Citation
Santos, M., Lima, J., Gomes,C. (2015), A Formação dos Educadores de Infância na Área das Ciências, Da Investigação às Práticas, 6(2), 63-78
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais