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Authors
Advisor(s)
Abstract(s)
O presente documento tem como objetivo dar a conhecer uma intervenção educativa, contextualizada, refletida e eticamente situada durante a Prática Profissional Supervisionada em contexto de jardim de infância, com um grupo de 15 crianças, com idades compreendidas entre os 3-5anos.
O interesse pelo tema da documentação pedagógica surge na valência de creche, ao se perceber que as produções realizadas pelas crianças e as fotografias expostas, quando por si observadas comunicavam com elas: as crianças reviam-se e revisitavam memórias. Mas, comunicavam também com as famílias: mostravam-lhes as vivências e as aprendizagens das crianças.
No jardim de infância, perante as produções expostas, questionou-se se este meio de documentação comunicava com as famílias, tendo em conta a caracterização do contexto.
Como a documentação é uma forma que interliga as crianças, os profissionais e as famílias, desenvolveu-se uma investigação-ação, de natureza qualitativa, tendo sido utilizadas diferentes técnicas de recolha de dados: inquéritos por questionários às famílias, entrevistas conversacionais informais às crianças e entrevista estruturada à educadora cooperante.
ABSTRACT The purpose of this document is to present an educational intervention that is contextualized, reflected and ethically situated during the Supervised Professional Practice in the context of kindergarten, with a group of 15 children, aged 3-5 years old. The interest in the subject of pedagogical documentation arises in the added-value of kindergarten when it is perceived that the works made by children and the photographs exposed, when observed by themselves communicated with them: the children re-viewed and revisited memories. But they also communicated with the families: they showed them their experiences and what children had learnt. In the kindergarten, faced with the exposed works, it was questioned if this means of documentation communicated with the families taking into account the characteristics of the context. Considering that documentation is a form that interconnects children, professionals and families, an action-research of a qualitative nature has been developed using different techniques of data collection: surveys with questionnaires to families, informal conversational interviews with children and structured interview with the cooperating educator.
ABSTRACT The purpose of this document is to present an educational intervention that is contextualized, reflected and ethically situated during the Supervised Professional Practice in the context of kindergarten, with a group of 15 children, aged 3-5 years old. The interest in the subject of pedagogical documentation arises in the added-value of kindergarten when it is perceived that the works made by children and the photographs exposed, when observed by themselves communicated with them: the children re-viewed and revisited memories. But they also communicated with the families: they showed them their experiences and what children had learnt. In the kindergarten, faced with the exposed works, it was questioned if this means of documentation communicated with the families taking into account the characteristics of the context. Considering that documentation is a form that interconnects children, professionals and families, an action-research of a qualitative nature has been developed using different techniques of data collection: surveys with questionnaires to families, informal conversational interviews with children and structured interview with the cooperating educator.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Documentação pedagógica Comunicação Famílias Pedagogical documentation Communication Families
Citation
Farto, R. B. (2018). A documentação pedagógica como facilitadora da comunicação escola-família (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9524