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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II (PPS II) realizada, em contexto de jardim de infância, com um grupo de vinte e cinco crianças com idades compreendidas entre os três e os cinco anos. Este apresenta a caracterização do contexto socioeducativo, as intenções definidas para a ação educativa e, ainda, a investigação desenvolvida na PPS, apresentando, como seu corolário, uma reflexão sobre o processo de construção da minha profissionalidade ao longo das duas práticas realizadas. A partir de uma motivação pessoal e dos vários momentos e interesses das crianças observados ao longo das quinze semanas de estágio, escolheu-se centrar a investigação realizada na exploração do tema da “Literatura Infantil”. Assim sendo, foi realizado um estudo de caso, de natureza qualitativa, que surgiu da problemática relacionada com a importância dos livros e da “hora do conto” no jardim de infância. O estudo teve os seguintes objetivos: (i) Analisar as conceções e as práticas das famílias como primeiro contexto promotor da leitura; (ii) Analisar as conceções e as práticas do/a educador/a como mediador na promoção da leitura; (iii) Compreender a importância da “Hora do Conto” como momento privilegiado na criação de hábitos de leitura. Neste sentido, a investigação combina diferentes técnicas de recolha e análise de informação e de dados. Para a recolha destes últimos recorreu-se à observação direta, mediada pelo registo das notas de campo, a inquéritos por questionário às famílias das crianças e a uma entrevista semiestruturada à educadora cooperante. Em jeito de complemento do estudo, e associada à implementação/dinamização semanal do momento da “Hora do conto”, incluiu-se, ainda, a sua avaliação com/pelas crianças. O conjunto dos resultados apresentados e discutidos permitiu genericamente validar o valor e o contributo dos livros e da “Hora do conto” na promoção do gosto pela Literatura Infantil.
This report is part of the Supervised Professional Practice II (PPS II) carried out in a kindergarten setting with a group of twenty-five children aged between three and five. It presents the characterization of the socio-educational context, the intentions defined for the educational action and also the research carried out in the PPS, presenting, as its corollary, a reflection on the process of building my professionality throughout the two practices carried out. Based on personal motivation and the various moments and interests of the children observed over the fifteen weeks of the internship, it was decided to focus the research on exploring the theme of "Children's Literature". A qualitative case study was therefore carried out, which arose from the problem related to the importance of books and "story time" in kindergarten. The study had the following objectives: (i) To analyze the conceptions and practices of families as the first context to promote reading; (ii) To analyze the conceptions and practices of the educator as a mediator in promoting reading; (iii) To understand the importance of "Story Time" as a privileged moment in the creation of reading habits. In this sense, the research combines different techniques for collecting and analyzing information and data. The latter were collected through direct observation, mediated by the recording of field notes, questionnaire surveys of the children's families and a semi-structured interview with the cooperating teacher, in addition to the dynamization of the "Story Time" moment and its evaluation in the group routine with/by the children. The results presented and discussed generally validate the value and contribution of books and "Story Time" in promoting a taste for Children's Literature.
This report is part of the Supervised Professional Practice II (PPS II) carried out in a kindergarten setting with a group of twenty-five children aged between three and five. It presents the characterization of the socio-educational context, the intentions defined for the educational action and also the research carried out in the PPS, presenting, as its corollary, a reflection on the process of building my professionality throughout the two practices carried out. Based on personal motivation and the various moments and interests of the children observed over the fifteen weeks of the internship, it was decided to focus the research on exploring the theme of "Children's Literature". A qualitative case study was therefore carried out, which arose from the problem related to the importance of books and "story time" in kindergarten. The study had the following objectives: (i) To analyze the conceptions and practices of families as the first context to promote reading; (ii) To analyze the conceptions and practices of the educator as a mediator in promoting reading; (iii) To understand the importance of "Story Time" as a privileged moment in the creation of reading habits. In this sense, the research combines different techniques for collecting and analyzing information and data. The latter were collected through direct observation, mediated by the recording of field notes, questionnaire surveys of the children's families and a semi-structured interview with the cooperating teacher, in addition to the dynamization of the "Story Time" moment and its evaluation in the group routine with/by the children. The results presented and discussed generally validate the value and contribution of books and "Story Time" in promoting a taste for Children's Literature.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação Pré-Escolar Literatura para a Infância Hora do conto Leitura em voz alta Hábitos de Leitura Prática profissional supervisionada Preschool education Children's Literature Story Time Reading Aloud Reading Habits Supervised professional practice
Citation
Damião, R. C. (2024). O valor dos livros e a “hora do conto” no jardim de infância: conceções e práticas sobre estratégias de promoção da leitura (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18097