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Advisor(s)
Abstract(s)
O presente relatório, surge no âmbito da Prática Profissional Supervisionada II (PPS II), incluído no currículo do Mestrado em Educação Pré-Escolar. O principal objetivo, passa por apresentar de uma forma analítica e reflexiva, os processos de intervenção educativa e de pesquisa realizados em contexto de jardim de infância, ao longo de quatro meses com um grupo constituído por vinte e uma crianças com idade compreendidas entre os 3 e os cinco anos de idade. Na parte final, é apresentada uma reflexão sobre o processo de construção da profissionalidade ao longo da formação académica. Ao longo da PPS II, foi possível observar uma cultura de participação ativa por parte das crianças na rotina da sala. Como resultado, esses momentos despertaram o meu interesse para a realização de um estudo de caso sobre a importância da rotina e dos instrumentos de pilotagem na sala onde decorria o meu estágio. Deste modo, o título intitula-se como “A rotina e os instrumentos de pilotagem do MEM no dia-a-dia de uma sala heterogénea de Pré-Escolar”. Neste sentido, o estudo realizado teve como objetivos: (i) Analisar as características do Pré-Escolar; (ii) Compreender a visão das educadoras sobre a criança; (iii) Perceber a relevância dos instrumentos de pilotagem do MEM; (iv) Analisar a integração e o desenvolvimento das crianças em salas heterógenas; (v) Compreender as conceções e estratégias da educadora de modo a promover a participação da criança. Considerando os objetivos delineados, foi adotada uma abordagem metodológica qualitativa. Para a obtenção de dados, foram utilizadas diversas técnicas e instrumentos, incluindo observação direta, por meio de registo de notas de campo e um inquérito por questionário com perguntas abertas para as educadoras do Pré-Escolar. Para a análise dos dados das diversas fontes recorreu-se à análise de conteúdo. Os dados recolhidos, revelam que, os instrumentos de pilotagem ajudam no desenvolvimento das diferentes crianças que compõem as salas heterogéneas. Os instrumentos utilizados pela equipa educativa fornecem às crianças ferramentas promotoras do seu desenvolvimento.
This report appears within the scope of Supervised Professional Practice II (PPS II), included in the curriculum of the Master in Pre-School Education. The main objective is to present in an analytical and reflective way, the educational intervention and research processes carried out in the context of kindergarten, over four months with a group consisting of twenty-one children aged between 3 and five years. In the final part, a reflection is presented on the process of building professionalism throughout academic training. Thro PPS II, it was possible to observe a culture of active participation on the part of the children in the routine of the room. As a result, these moments aroused my interest in conducting a case study on the importance of routine and piloting instruments in the room where my internship was taking place. Thus, the title is entitled “The routine and instruments of piloting the MEM in the day-to-day of a heterogeneous preschool room”. In this sense, the objectives of the study were: (i) To analyze the characteristics of preschool; (ii) To understand the views of educators on the child; (iii) To realize the relevance of the instruments of monitoring of the MEM; (iv) To analyse the integration and development of children in heterogeneous rooms; (v) to understand the concepts and strategies of the educator in order to promote the participation of the child. Considering the outlined objectives, a qualitative methodological approach was adopted. To obtain data, various techniques and instruments were used, including direct observation, through field marks recording and an open-ended questionnaire survey for pre-school educators. Content analysis was used to analyse the data from various sources. The data collected reveal that the piloting instruments help in the development of the different children that make up the heterogeneous rooms. The instruments used by the educational team provide children with tools that promote their development.
This report appears within the scope of Supervised Professional Practice II (PPS II), included in the curriculum of the Master in Pre-School Education. The main objective is to present in an analytical and reflective way, the educational intervention and research processes carried out in the context of kindergarten, over four months with a group consisting of twenty-one children aged between 3 and five years. In the final part, a reflection is presented on the process of building professionalism throughout academic training. Thro PPS II, it was possible to observe a culture of active participation on the part of the children in the routine of the room. As a result, these moments aroused my interest in conducting a case study on the importance of routine and piloting instruments in the room where my internship was taking place. Thus, the title is entitled “The routine and instruments of piloting the MEM in the day-to-day of a heterogeneous preschool room”. In this sense, the objectives of the study were: (i) To analyze the characteristics of preschool; (ii) To understand the views of educators on the child; (iii) To realize the relevance of the instruments of monitoring of the MEM; (iv) To analyse the integration and development of children in heterogeneous rooms; (v) to understand the concepts and strategies of the educator in order to promote the participation of the child. Considering the outlined objectives, a qualitative methodological approach was adopted. To obtain data, various techniques and instruments were used, including direct observation, through field marks recording and an open-ended questionnaire survey for pre-school educators. Content analysis was used to analyse the data from various sources. The data collected reveal that the piloting instruments help in the development of the different children that make up the heterogeneous rooms. The instruments used by the educational team provide children with tools that promote their development.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Educação de Infância Criança Rotina Instrumentos de pilotagem Childhood education Childhood Routine Pilot instruments
Citation
Mendes, D. A. N. (2024). A rotina e os instrumentos de pilotagem do MEM no dia-a-dia de uma sala heterogénea de pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18039