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Advisor(s)
Abstract(s)
Este relatório foi elaborado no âmbito da Prática Supervisionada, em contexto de jardim de infância, inserida no 1º semestre do 2º ano do Mestrado em Educação Pré-Escolar. O objetivo principal deste relatório é exprimir, registar e refletir, de forma sistemática e fundamentada, as motivações, intenções e processos vividos no estágio que decorreu de 1 de outubro de 2018 a 21 de janeiro de 2019.
Durante a Prática Profissional Supervisionada, surgiu a problemática mais significativa que dá nome a este relatório: “A importância de brincar no pré-escolar - Porquê brincar?”. Para abordar o tema em questão, foi realizada uma investigação sobre a prática, através de uma abordagem mista. Esta investigação contemplou, para além da revisão de literatura sobre a referida problemática, a aplicação de inquéritos por questionário às famílias das crianças e a realização de uma entrevista à educadora cooperante. A presente investigação seguiu um roteiro ético, de forma a realizar a prática com o máximo rigor e responsabilidade. Para chegar a algumas conclusões sobre o tema escolhido, optou-se por uma metodologia qualitativa, recorrendo a diferentes técnicas e instrumentos de recolha de dados: a observação participante, que decorreu durante todo o estágio, a consulta documental, a entrevista à educadora cooperante, as questões colocadas às crianças, os inquéritos por questionário aplicados aos encarregados de educação e registos escritos e fotográficos. Os referidos dados foram recolhidos e analisados a partir de um ponto de vista sociológico e pedagógico do que é relativo à infância. Importa ainda referir que foram utilizados os princípios da investigação-ação como método.
No que diz respeito aos resultados obtidos, foi possível verificar, através dos inquéritos por questionário aplicados às famílias, que estas se encontram sensibilizadas para a importância de brincar e para as aprendizagens que daí podem advir. Os adultos têm também um papel determinante, na medida em que depende deles a quantidade e qualidade de experiências que as crianças têm para brincar, bem como da instituição pré-escolar e de outros contextos – não formais e informais, fora da instituição.
ABSTRACT This report was prepared within the scope of Supervised Practice, in the context of kindergarten, as a part of the 1st semester of the 2nd year of the Master's Degree in Pre-School Education. The main purpose of this report is to express, record and reflect in a systematic and substantiated manner the motivations, intentions and processes experienced during the period from October 1, 2018 to January 21, 2019. During the Supervised Professional Practice, the most significant issue that gave rise to this report was: "The importance of playing in preschool - Why play?". To address the issue in question, an investigation of the practice was conducted through a mixed approach. In addition to reviewing the literature on this issue, this research included the application of questionnaire surveys to the families of the children and an interview with the cooperating educator. The present investigation followed an ethical guide, in order to carry out the practice with the utmost rigor and responsibility. In order to arrive at some conclusions about the chosen topic, a qualitative methodology was chosen, using different techniques and instruments of data collection: participant observation, which took place during the entire stage, documentary consultation, interview with the cooperating educator, the questions asked to the children, the questionnaires applied to the caretakers and written and photographic records. These data were collected and analyzed from a sociological and pedagogical point of view of what concerns childhood. It should also be mentioned that the principles of action research were used as a method. With regard to the results obtained, it was possible to verify, through the questionnaire surveys applied to the families, that they are sensitized to the importance of playing and the learning that can come from it. Adults also play a key role in this process, for the quantity and quality of playing experiences children have depend on the meaningful adults in their lives, in every context they are part of – formal or informal, whether in or outside the kindergarten.
ABSTRACT This report was prepared within the scope of Supervised Practice, in the context of kindergarten, as a part of the 1st semester of the 2nd year of the Master's Degree in Pre-School Education. The main purpose of this report is to express, record and reflect in a systematic and substantiated manner the motivations, intentions and processes experienced during the period from October 1, 2018 to January 21, 2019. During the Supervised Professional Practice, the most significant issue that gave rise to this report was: "The importance of playing in preschool - Why play?". To address the issue in question, an investigation of the practice was conducted through a mixed approach. In addition to reviewing the literature on this issue, this research included the application of questionnaire surveys to the families of the children and an interview with the cooperating educator. The present investigation followed an ethical guide, in order to carry out the practice with the utmost rigor and responsibility. In order to arrive at some conclusions about the chosen topic, a qualitative methodology was chosen, using different techniques and instruments of data collection: participant observation, which took place during the entire stage, documentary consultation, interview with the cooperating educator, the questions asked to the children, the questionnaires applied to the caretakers and written and photographic records. These data were collected and analyzed from a sociological and pedagogical point of view of what concerns childhood. It should also be mentioned that the principles of action research were used as a method. With regard to the results obtained, it was possible to verify, through the questionnaire surveys applied to the families, that they are sensitized to the importance of playing and the learning that can come from it. Adults also play a key role in this process, for the quantity and quality of playing experiences children have depend on the meaningful adults in their lives, in every context they are part of – formal or informal, whether in or outside the kindergarten.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Criança Brincadeiras Aprendizagem Jardim de infância Children Play Learning Kindergarten
Citation
Silva, L. C. O. (2019). A importância do brincar no Jardim de Infância: porquê brincar? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10409
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa