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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular de Prática Profissional Supervisionada – Módulo II, que exige uma análise reflexiva da minha intervenção pedagógica na valência de jardim-de-infância, numa organização socioeducativa da rede privada. Mais precisamente numa sala de vinte e quatro crianças, sendo treze do sexo feminino e onze do sexo masculino, com faixa etária entre os três e os seis anos.
Assim sendo, este documento contempla uma caracterização reflexiva do contexto socioeducativo; uma análise reflexiva da ação, tendo por base as intencionalidades definidas e o processo de intervenção; um capítulo alusivo à investigação que me propus a realizar; a construção da profissionalidade docente enquanto educadora de infância e, por fim, as considerações finais.
No que concerne à investigação, é de referir que o objetivo da mesma consiste em compreender o modo como as crianças em idade pré-escolar se relacionam com a literatura. Assim sendo, conduzi a minha investigação segundo as diretrizes da metodologia do estudo de caso e esta teve por base uma abordagem de natureza qualitativa. As técnicas selecionadas dizem respeito à observação participante, recursos audiovisuais (fotografia, vídeo e áudio), entrevistas e sessões realizadas com as crianças, em pequenos grupos. Já os instrumentos consistem nos registos de observação, nas anotações relativas às conversas informais com as crianças, a equipa de sala e as famílias. Importa mencionar que os participantes desta investigação são vinte e três crianças que compõem o grupo, mas também estará incluída a participação da educadora, da auxiliar de ação educativa e das famílias.
Por fim, através da análise e discussão dos dados foi possível constatar que o gosto e as partilhas das crianças relativamente à literatura estão associados à leitura enquanto experiência, destacando-se o meio familiar como principal contexto em que lhes contam histórias. A literatura esteve presente nas relações e interações estabelecidas pelas crianças, nas suas brincadeiras, recorreram à mesma para fazerem associações com a realidade vivida e contruíram as suas narrativas indo ao encontro da forma como o adulto o tinha feito. Contudo, em algumas situações, as crianças inferiorizaram-se enquanto contadoras de histórias face ao adulto por não saberem ler.
ABSTRACT The present report is part of the Supervised Professional Practice curricular unit - Module II, which requires a reflective analysis of my pedagogical intervention in the kindergarten environment, in a private socio-educational organization. More precisely, in a room of twenty-four children, thirteen of whom are female and eleven of whom are male, aged between three and six years. Therefore, this document contemplates a reflexive characterization of the socio-educational context; a reflexive analysis of the action, based on the defined intentions and the intervention process; a chapter alluding to the research that I set out to develop; the construction of teaching professionality as a kindergarten teacher and, finally, the final considerations. With regard to research, it should be noted that the objective of the research is to understand the way in which children of pre-school age relate to the literature. Therefore, I conducted my investigation according to the guidelines of the case study methodology and it was based on a qualitative approach. The selected techniques concern participant observation, audiovisual resources (photography, video and audio), interviews and sessions with children, in small groups.The instruments, on the other hand, consist of observation records, notes relating to informal conversations with the children, the classroom team and the families. It’s important to mention that the participants in this investigation are twenty-three children who make up the group, but the participation of the educator, the educational assistant and the families will also be included. Finally, through data analysis and discussion it was possible to verify that the children's liking and sharing of literature are associated with reading as an experience, with the family environment standing out as the main context in which they are told stories. Literature was present in the relationships and interactions established by the children, in their games, they used it to make associations with the reality they lived and built their narratives following the way the adult had done. However, in some situations, the children inferiorized themselves as storytellers in comparison to the adult for not being able to read.
ABSTRACT The present report is part of the Supervised Professional Practice curricular unit - Module II, which requires a reflective analysis of my pedagogical intervention in the kindergarten environment, in a private socio-educational organization. More precisely, in a room of twenty-four children, thirteen of whom are female and eleven of whom are male, aged between three and six years. Therefore, this document contemplates a reflexive characterization of the socio-educational context; a reflexive analysis of the action, based on the defined intentions and the intervention process; a chapter alluding to the research that I set out to develop; the construction of teaching professionality as a kindergarten teacher and, finally, the final considerations. With regard to research, it should be noted that the objective of the research is to understand the way in which children of pre-school age relate to the literature. Therefore, I conducted my investigation according to the guidelines of the case study methodology and it was based on a qualitative approach. The selected techniques concern participant observation, audiovisual resources (photography, video and audio), interviews and sessions with children, in small groups.The instruments, on the other hand, consist of observation records, notes relating to informal conversations with the children, the classroom team and the families. It’s important to mention that the participants in this investigation are twenty-three children who make up the group, but the participation of the educator, the educational assistant and the families will also be included. Finally, through data analysis and discussion it was possible to verify that the children's liking and sharing of literature are associated with reading as an experience, with the family environment standing out as the main context in which they are told stories. Literature was present in the relationships and interactions established by the children, in their games, they used it to make associations with the reality they lived and built their narratives following the way the adult had done. However, in some situations, the children inferiorized themselves as storytellers in comparison to the adult for not being able to read.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-escolar
Keywords
Jardim de infância Literatura Crianças Responsividade Profissionalidade docente. Kindergarten Literature Kids Responsiveness Teaching professionality
Citation
Loureiro, C. S. P. (2021). Infância e literatura: o que dizem as crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14474