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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II e tem como objetivo retratar de forma reflexiva e fundamentada a minha prática educativa enquanto educadora-estagiária. Esta prática decorreu durante quinze semanas de intervenção pedagógica numa instituição particular de solidariedade social, na valência de pré-escolar, com um grupo de vinte e três crianças, com idades compreendidas entre os três e os seis anos. Neste documento encontra-se primeiramente, a caracterização do contexto socioeducativo no qual decorreu a prática e, a partir da mesma caracterização, são apresentadas as intencionalidades educativas que defini para com todos os intervenientes no processo educativo. As intencionalidades foram devidamente fundamentadas, estabelecendo assim a base da minha ação educativa. Como resultado de uma análise frequente e interpretativa das minhas observações e passagem pelo contexto ao longo da prática, considerei importante analisar sobre uma temática sobre a qual nunca havia considerado, realizando uma investigação de natureza mista, sobre a importância das histórias em jardim de infância na perspetiva da educadora cooperante e das famílias. Partindo de diversas técnicas, instrumentos de recolha de dados e distintos métodos de análise e interpretação de resultados, foi possível compreender que tanto a educadora cooperante, como as famílias são capazes de reconhecer os inúmeros benefícios da leitura de histórias em jardim de infância e demonstraram interesse em colaborar no estudo efetuado. Por fim, apresenta-se uma análise reflexiva do meu percurso académico e da prática profissional, colocando em destaque todos aqueles que foram os contributos das mesmas para a construção da minha profissionalidade enquanto docente, bem como para a minha formação pessoal e social. Para terminar, apresento as considerações finais sobre este trabalho em particular.
This report is part of Supervised Professional Practice II and aims to provide a reflective and well-founded account of my educational practice as a trainee educator, during fifteen weeks of pedagogical intervention in a private social solidarity institution, in the pre-school area, with a group of twenty-three children aged between three and six years old. This document characterises the socio-educational context in which the practice took place and, based on the same characterisation, presents the educational intentions I defined for all those involved in the educational process. The intentions were duly substantiated, thus establishing the basis for my educational action. As a result of a frequent and interpretative analysis of my observations and my time in the context throughout my practice, I considered it of the utmost importance to reflect on a subject I had never considered before, carrying out a mixed research project centred on studying the perspectives of the cooperating teacher and families on the importance of stories in a kindergarten classroom. Using various techniques, data collection instruments and different methods for analysing and interpreting the results, it was possible to link the data obtained, allowing me to understand that both the cooperating teacher and the families are able to recognise the countless benefits of reading stories in kindergarten and therefore showed an interest in collaborating in the study carried out and contributing to making their perspectives known on the subject in question. Finally, I present a reflective analysis of my academic career and professional practice, highlighting all the contributions they have made to the construction of my professionalism as a teacher, as well as to my personal and social development. Finally, I present my final thoughts on this piece of work.
This report is part of Supervised Professional Practice II and aims to provide a reflective and well-founded account of my educational practice as a trainee educator, during fifteen weeks of pedagogical intervention in a private social solidarity institution, in the pre-school area, with a group of twenty-three children aged between three and six years old. This document characterises the socio-educational context in which the practice took place and, based on the same characterisation, presents the educational intentions I defined for all those involved in the educational process. The intentions were duly substantiated, thus establishing the basis for my educational action. As a result of a frequent and interpretative analysis of my observations and my time in the context throughout my practice, I considered it of the utmost importance to reflect on a subject I had never considered before, carrying out a mixed research project centred on studying the perspectives of the cooperating teacher and families on the importance of stories in a kindergarten classroom. Using various techniques, data collection instruments and different methods for analysing and interpreting the results, it was possible to link the data obtained, allowing me to understand that both the cooperating teacher and the families are able to recognise the countless benefits of reading stories in kindergarten and therefore showed an interest in collaborating in the study carried out and contributing to making their perspectives known on the subject in question. Finally, I present a reflective analysis of my academic career and professional practice, highlighting all the contributions they have made to the construction of my professionalism as a teacher, as well as to my personal and social development. Finally, I present my final thoughts on this piece of work.
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 Crianças Educadora cooperante Famílias Histórias Kindergarten Children Co-operating teacher Families Stories
Citation
Oliveira, S. F. B. (2024). A importância das histórias numa sala de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18104