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Advisor(s)
Abstract(s)
O presente relatório decorre da Prática Profissional Supervisionada (Módulo II) desenvolvida no contexto de Jardim de Infância, enquadrada no segundo ano do Mestrado em Educação Pré-Escolar.
Tem como principais objetivos, exprimir, registar e refletir as minhas motivações e intenções para a ação, relativamente aos processos vividos no Jardim de Infância, com crianças e adultos, tendo por base um referencial teórico que sustenta todo o trabalho desenvolvido. A prática realizada decorreu ao longo de 15 semanas, entre os meses de setembro e de janeiro, com um grupo de 19 crianças, heterogéneo em género e idade, sendo que as idades se compreendem entre os 3 e os 5 anos.
No decorrer da minha intervenção no estágio de creche e, a partir da observação atenta das características do grupo de crianças, surgiu a problemática que vai ser apresentada e analisada no decorrer do relatório – A intencionalidade educativa para o desenvolvimento do raciocínio matemático. Foi uma surpresa aperceber-me da predominância do raciocínio matemático no grupo de creche, uma vez que eu não tinha consciência do que realmente as crianças sabem. Assim, considerei que seria uma mais valia dar continuidade à investigação na valência de Jardim de Infância, tendo em consideração as alturas do ano letivo em que os estágios foram realizados. O estágio de creche foi realizado durante os dois últimos períodos do ano letivo, estando as crianças já familiarizadas com as dinâmicas. Relativamente ao estágio de JI, este decorreu maioritariamente durante o primeiro período, sendo que se caracteriza por ser um momento de adaptação das crianças ao contexto, rotinas e dinâmicas.
Para operacionalizar a investigação optou-se, do ponto de vista metodológico, por uma investigação-ação, de natureza qualitativa, sendo que os dados foram recolhidos de todas as crianças, utilizando as seguintes técnicas e instrumentos, a observação (direta, participante e naturalista), a conversação (entrevista-conversa com a educadora da sala) e a análise documental (revisão da literatura).
ABSTRACT The current report occurs under the Professional Supervised Practice (Module II) developed in Kindergarten, framed in the second year of Master Degree in Pre-School Education. The main objectives are express, register and reflect all my motivations and intentions to the actions, related with the lived processes in the Kindergarten with children and adults, based on a theoretical reference that sustains all work developed. The performed practice occurred during 15 weeks between September and January with a 19 children group, heterogeneous in gender and age, with ages between 3 and 5 years old. During my daycare internship intervention and from a careful observation of the children’s group characteristics, emerged the problematic presented and analyzed during the report – The educational intentionality of the mathematical ratiocination development. It was a huge surprise for me to realize the predominance of the mathematical reasoning in the daycare group since I did not had the conscience of what the children really know. Therefore, I considered that it would be worth to continue the investigation into the kindergarten valence, having in consideration the phases of the school year where the internships occurred. The daycare internship took place in the last two periods of the school year, where the children were already familiarized with the dynamics. The kindergarten internship occurred mainly in the first period, characterized by being a time of adaption for the children to the context, routines and dynamics. To operationalize the investigation, it was decided to use, in the methodological point of view, an action investigation, from a qualitative nature, where the data were collected from all children, using the following techniques and instruments, observation (direct, participating and naturalistic), conversation (interview-talk with the classroom educator) and the documental analysis (literature revision).
ABSTRACT The current report occurs under the Professional Supervised Practice (Module II) developed in Kindergarten, framed in the second year of Master Degree in Pre-School Education. The main objectives are express, register and reflect all my motivations and intentions to the actions, related with the lived processes in the Kindergarten with children and adults, based on a theoretical reference that sustains all work developed. The performed practice occurred during 15 weeks between September and January with a 19 children group, heterogeneous in gender and age, with ages between 3 and 5 years old. During my daycare internship intervention and from a careful observation of the children’s group characteristics, emerged the problematic presented and analyzed during the report – The educational intentionality of the mathematical ratiocination development. It was a huge surprise for me to realize the predominance of the mathematical reasoning in the daycare group since I did not had the conscience of what the children really know. Therefore, I considered that it would be worth to continue the investigation into the kindergarten valence, having in consideration the phases of the school year where the internships occurred. The daycare internship took place in the last two periods of the school year, where the children were already familiarized with the dynamics. The kindergarten internship occurred mainly in the first period, characterized by being a time of adaption for the children to the context, routines and dynamics. To operationalize the investigation, it was decided to use, in the methodological point of view, an action investigation, from a qualitative nature, where the data were collected from all children, using the following techniques and instruments, observation (direct, participating and naturalistic), conversation (interview-talk with the classroom educator) and the documental analysis (literature revision).
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Sentido do número Contagem Intenções pedagógicas Pre-school education Sense of number Counting Pedagogical intentions
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação