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Advisor(s)
Abstract(s)
O presente relatório pretende apresentar o percurso percorrido durante as catorze semanas de intervenção em contexto de Pré-escolar, relatando, de forma reflexiva e fundamentada, todo trabalho realizado no âmbito da Prática Profissional Supervisionada. Nele, caracterizo o contexto educativo no qual decorreu a minha prática e realizo uma análise reflexiva sobre a minha intervenção.
Durante este percurso surgiu uma problemática que me suscitou maior atenção: a interação entre crianças de pré-escolar e de 1º. Ciclo do Ensino Básico enquanto estratégia facilitadora desta transição entre ciclos.
Foi no estudo desta questão que focalizei a minha investigação, procedendo à revisão de literatura específica para contextualizar a pertinência da sua abordagem. De forma a operacionalizar este estudo, optou-se por uma metodologia qualitativa com recurso à observação participante, à aplicação de inquéritos por questionários às famílias das crianças de duas salas de pré-escolar e a um pequeno grupo de docentes de ambas as valências (pré-escolar e 1.º CEB), e à consulta documental dos documentos orientadores da instituição como técnicas de recolha de dados.
A presente investigação seguiu um roteiro ético e deontológico, sugerido por Tomás (2011), de modo a ser garantido o máximo rigor e responsabilidade na sua prática.
Relativamente aos resultados obtidos, foi possível verificar por meio da observação dos momentos de interação entre as crianças de pré-escolar e de 1.º CEB e através das respostas dadas aos inquéritos por questionário aplicados às famílias e à identidade docente de ambas as valências, que a interação entre estes dois grupos de crianças possuiu uma influência benéfica no desenvolvimento e na aquisição de aprendizagens das crianças de pré-escolar que as preparam para o seu ingresso para o 1.º CEB. Deste modo, a promoção deste contacto permite facilitar a transição para o novo ciclo de ensinos uma vez que permite às crianças de pré-escolar conhecer a realidade vivida no Ensino Básico.
ABSTRACT This report pretends to relate all the course over the fourteen weeks of preschool intervention, relating in a reasoning and reflexive way, all the work done within the framework of supervised professional practice. Here, I characterize the educative context in which my practice occurred and where I perform a reflexive analysis about my intervention. During this course, a problem arouse that caught my attention: the interaction between children from preschool and elementary school as a facilitating strategy between different educational levels. I did my investigation while studying this question, reviewing the specific literature to contextualize this approach. To start this study, it was decided to use a qualitative methodology, using participant observation, making questionnaires to the children´s families of two preschool classrooms, elementary teachers and to preschool teachers, and using the institution´s guiding documents as data collection techniques. This investigation followed an ethical and deontological script, proposed by Tomás (2011), in order to ensure its maximum rigor and responsibility. Regarding the obtained results, it was possible to verify through the observation of the interaction between preschool children, elementary school children and trough the questionnaire’s answers from the families and teachers from both valences, that the interaction between these two children group had a benefic influence in the preschool children in their acquisition of learnings and development which prepare them for elementary school. This facilitates the transition from preschool to elementary school because it shows the elementary children´s reality to the preschool children.
ABSTRACT This report pretends to relate all the course over the fourteen weeks of preschool intervention, relating in a reasoning and reflexive way, all the work done within the framework of supervised professional practice. Here, I characterize the educative context in which my practice occurred and where I perform a reflexive analysis about my intervention. During this course, a problem arouse that caught my attention: the interaction between children from preschool and elementary school as a facilitating strategy between different educational levels. I did my investigation while studying this question, reviewing the specific literature to contextualize this approach. To start this study, it was decided to use a qualitative methodology, using participant observation, making questionnaires to the children´s families of two preschool classrooms, elementary teachers and to preschool teachers, and using the institution´s guiding documents as data collection techniques. This investigation followed an ethical and deontological script, proposed by Tomás (2011), in order to ensure its maximum rigor and responsibility. Regarding the obtained results, it was possible to verify through the observation of the interaction between preschool children, elementary school children and trough the questionnaire’s answers from the families and teachers from both valences, that the interaction between these two children group had a benefic influence in the preschool children in their acquisition of learnings and development which prepare them for elementary school. This facilitates the transition from preschool to elementary school because it shows the elementary children´s reality to the preschool children.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-escolar
Keywords
Criança 1.º ciclo do ensino básico Interação Transição Pré-escolar Interaction Children, Preschool Elementary school Transition