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Advisor(s)
Abstract(s)
Com o término da Prática Profissional Supervisionada em Contexto de Jardim de Infância (Módulo II), realizada no último ano do Mestrado em Educação Pré-Escolar, surge o presente relatório, como evidência de todo o percurso vivenciado ao longo de quinze semanas numa sala de jardim de infância com um grupo de vinte e cinco crianças com três anos de idade.
Ao longo deste percurso, realizou-se uma investigação cuja problemática emergiu de uma fragilidade evidenciada no contexto - a dificuldade de o grupo autorregular os seus comportamentos. Face à desorganização que se vivenciava no ambiente educativo, surgiu a necessidade de promover competências autorregulatórias no grupo.
Num processo cíclico e interativo, entre observação, reflexão, ação e avaliação, realizou-se uma investigação-ação, tendo sido o inquérito por entrevista, a observação direta e participante e, ainda, a análise documental, as técnicas centrais de recolha de dados. Essa recolha passou pelo recurso a vários instrumentos, tais como filmagens, guião das entrevistas, registos de observações e fotográficos e, ainda, registos de avaliação de algumas atividades realizadas.
Promover desde cedo competências de autorregulação comportamental com vista a uma adequada estruturação e adaptação a diferentes contextos e desafios ao longo da vida é considerado fundamental no processo de desenvolvimento e de aprendizagem das crianças. Nesse sentido, foi realizada uma avaliação das modificações dos comportamentos das crianças após uma prática pedagógica estruturada e direcionada para a aquisição de competências autorregulatórias. Com o objetivo de tornar o ambiente educativo mais organizado e com melhor qualidade, privilegiou-se a ação da equipa educativa, mas igualmente a participação das crianças neste processo. Os resultados sugerem que a consistência e o empenho da equipa educativa são cruciais contribuindo para a promoção da autorregulação do grupo. Também a participação direta do grupo na implementação de estratégias promotoras de autorregulação demonstrou ser uma mais-valia, levando as crianças a compreenderem a necessidade de contribuírem para o melhoramento do ambiente educativo.
ABSTRACT With the end of Supervised Professional Practice in Context of JI (Module II), held in the last year of the Master's Degree in Pre School Education, this report appears as evidence of the whole course of experience during fifteen weeks in a pre-school room with a group of twenty-five children aged three. Throughout this course, an investigation was carried out whose problems emerged from a fragility evidenced in the context - the difficulty of the group to regulate their behaviors. Faced with the disorganization experienced in the educational environment, the need to promote self-regulatory skills in the group. In a cyclical and interactive process, between observation, analysis, action and evaluation, an action research was carried out, being the interview done through a survey, the direct and participant observation, and the documentary analysis, the central techniques of data collection. This collection included the use of several instruments, such as filming, interviews, observations and photographic records, as well as evaluation records of some of the activities carried out. Promoting early behavioral self-regulation skills in order to an appropriate structuring and adaptation to different contexts and lifelong challenges is considered fundamental in the development and learning processes of children. In this sense, an evaluation of the behavioral modifications of the children was carried out after a structured pedagogical practice and directed towards the acquisition of self-regulatory skills. Aiming for an educational environment more organized and with better quality, the educational team's action was privileged, but also the participation of the children in this process. The results suggest that the consistency and commitment of the educational team are crucial, contributing to the promotion of group self-regulation. Also, the direct participation of the group in the implementation of strategies that promote self-regulation has proved to be an asset, leading children to understand the need to contribute to the improvement of the educational environment.
ABSTRACT With the end of Supervised Professional Practice in Context of JI (Module II), held in the last year of the Master's Degree in Pre School Education, this report appears as evidence of the whole course of experience during fifteen weeks in a pre-school room with a group of twenty-five children aged three. Throughout this course, an investigation was carried out whose problems emerged from a fragility evidenced in the context - the difficulty of the group to regulate their behaviors. Faced with the disorganization experienced in the educational environment, the need to promote self-regulatory skills in the group. In a cyclical and interactive process, between observation, analysis, action and evaluation, an action research was carried out, being the interview done through a survey, the direct and participant observation, and the documentary analysis, the central techniques of data collection. This collection included the use of several instruments, such as filming, interviews, observations and photographic records, as well as evaluation records of some of the activities carried out. Promoting early behavioral self-regulation skills in order to an appropriate structuring and adaptation to different contexts and lifelong challenges is considered fundamental in the development and learning processes of children. In this sense, an evaluation of the behavioral modifications of the children was carried out after a structured pedagogical practice and directed towards the acquisition of self-regulatory skills. Aiming for an educational environment more organized and with better quality, the educational team's action was privileged, but also the participation of the children in this process. The results suggest that the consistency and commitment of the educational team are crucial, contributing to the promotion of group self-regulation. Also, the direct participation of the group in the implementation of strategies that promote self-regulation has proved to be an asset, leading children to understand the need to contribute to the improvement of the educational environment.
Description
Relatório de Prática Profissional Supervisionada (Módulo II) apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Autorregulação comportamental Equipa educativa Estratégias de regulação Poder partilhado Behavioral self-regulation Educational team Regulation strategies Shared power
Citation
Gomes, I. V. F. (2018). Autorregulação comportamental: o papel da equipa educativa e a importância da partilha do poder com o grupo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9483