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Resumo(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular de PPS II, do 2.º ano do Mestrado em Educação Pré-Escolar. Este documento tem como objetivo refletir e ilustrar o percurso de imersão na prática pedagógica, bem como as experiências vividas e analisadas numa sala de pré-escolar, com um grupo de 22 crianças com idade compreendidas entre os 3 e os 5 anos, durante o período de 30 de setembro de 2024 a 24 de janeiro de 2025. Para além da descrição prática, o relatório integra uma reflexão crítica sobre os contributos deste percurso formativo e profissional na construção da identidade docente, destacando os desafios enfrentados e as aprendizagens decorrentes desse processo de desenvolvimento pessoal e profissional. No âmbito da PPS II, foi desenvolvida uma investigação, cuja problemática emergiu das observações, interações e reflexões realizadas ao longo da prática - “A Música como complemento na Leitura de Histórias”. Este estudo teve como objetivos: (i) identificar a importância da leitura de histórias e (ii) conhecer a conceção da educadora sobre a importância de ler histórias com o auxílio da música. Para responder a estes objetivos, recorreu-se a uma abordagem qualitativa sustentada na metodologia de estudo de caso. A recolha de dados envolveu a observação participante e não participante, notas de campo e uma entrevista semidiretiva à educadora cooperante. Os dados obtidos foram analisados com recurso à técnica de análise de conteúdo. As quais evidenciaram que a integração da música na leitura de histórias potencia o interesse, a atenção e o envolvimento das crianças proporcionando assim um momento mais proveitoso. Os resultados demonstram, assim, a relevância da associação entre a música e a literatura infantil no contexto da educação pré-escolar, evidenciando estratégias pedagógicas replicáveis que podem ser integradas na dinamização da leitura de histórias.
This report was made within the scope of the PPS II Curricular Unit, of the 2nd year of the Master’s Degree in Preschool Education. This document aims to reflect and illustrate trajectory of immersion in pedagogical practice, as well as the experiences lived and analysed in a preschool classroom, with a group of 22 children aged between 3 and 5 years old, during the period form september 30 204, to january 2025. Besides the practical description, the report integrates a critical reflection on the contributions of this formative and professional path in the construction of the teacher’s identity, highlighting the challenges and the learning from this process of personal and professional development. Within the scope of PPS II, a research was developed, whose problem emerged from the observations, interactions and reflections carried out throughout the practice - “Music as a complement of Story Reading”. This study had the following objectives: (i) to identify the importance of Story Reading and; (ii) to understand the educator’s conception of the importance of reading stories with the help of music. To meet these objectives, a qualitative approach based on the case study methodology was used. Data collection included participant and non participant observation, field notes and a semi-directive interview with the cooperating educator. The obtained data were analysed using the content analysis technique. These data showed that the integration of music in Story Reading enhances the interest, attention and involvement of the children and therefore providing a more productive moment. Thus, the results showed, the relevance of the association between music and children’s literature in the context of preschool education, providing replicable pedagogical strategies that can be applied to story reading practices.
This report was made within the scope of the PPS II Curricular Unit, of the 2nd year of the Master’s Degree in Preschool Education. This document aims to reflect and illustrate trajectory of immersion in pedagogical practice, as well as the experiences lived and analysed in a preschool classroom, with a group of 22 children aged between 3 and 5 years old, during the period form september 30 204, to january 2025. Besides the practical description, the report integrates a critical reflection on the contributions of this formative and professional path in the construction of the teacher’s identity, highlighting the challenges and the learning from this process of personal and professional development. Within the scope of PPS II, a research was developed, whose problem emerged from the observations, interactions and reflections carried out throughout the practice - “Music as a complement of Story Reading”. This study had the following objectives: (i) to identify the importance of Story Reading and; (ii) to understand the educator’s conception of the importance of reading stories with the help of music. To meet these objectives, a qualitative approach based on the case study methodology was used. Data collection included participant and non participant observation, field notes and a semi-directive interview with the cooperating educator. The obtained data were analysed using the content analysis technique. These data showed that the integration of music in Story Reading enhances the interest, attention and involvement of the children and therefore providing a more productive moment. Thus, the results showed, the relevance of the association between music and children’s literature in the context of preschool education, providing replicable pedagogical strategies that can be applied to story reading practices.
Descrição
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Palavras-chave
Leitura de histórias Dinamização Música Desenvolvimento integral Story reading Dynamization Music Integral development
Contexto Educativo
Citação
Rodrigues, R. T. C. (2025). A música como complemento na leitura de histórias [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22626