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O papel da dramatização numa sala de quatro anos: contributos para o desenvolvimento e aprendizagem das crianças
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Abstract(s)
O presente documento, foi elaborado no âmbito da Unidade Curricular Prática Profissional Supervisionada II, realizada na sala dos quatro anos de um jardim de infância (JI), na Área Metropolitana de Lisboa. Neste documento, é analisado o percurso realizado durante os quatro meses, entre 2 de outubro de 2023 e 31 de janeiro de 2024, de intervenção pedagógica. A investigação de natureza qualitativa baseia-se num estudo de caso e recorre a um conjunto de técnicas de recolha de dados, encontra-se presente neste relatório as perspetivas teóricas e os resultados obtidos, tendo por base as observações e as intervenções realizadas no contexto pré-escolar para analisar “O papel da dramatização numa sala de quatro anos: contributos para o desenvolvimento e aprendizagem das crianças” . Este trabalho, caracteriza-se por uma investigação qualitativa que recorre ao paradigma interpretativo da investigação em educação. Como instrumentos para recolha de informação, utilizei a observação direta participante e não participante, as notas de campo e a entrevista feita à educadora cooperante e a um grupo de dez crianças, bem como a consulta dos documentos pedagógicos da organização socioeducativa. O estudo realizado e a análise dos dados permitiram compreender que cada vez mais a dramatização é valorizada e destacada nas práticas das equipas pedagógicas, enquanto atividade fundamental para o processo de desenvolvimento/aprendizagem das crianças. Ademais, evidenciou a importância de desenvolver as competências e capacidades das crianças integralmente para se poder construir relacionamentos saudáveis com as pessoas e com o meio. Este relatório descreve a interligação e, por vezes, conflito, dos papéis de estudante, estagiária e investigadora. Deste modo, vai mais além do que o estudo realizado, aborda o meu percurso na Prática Profissional Supervisionada II e a intervenção feita numa sala de crianças com quatro anos.
ABSTRACT This document was drawn up as part of the Supervised Professional Practice II Curricular Unit, which took place in the four-year-old classroom of a kindergarten in the Lisbon Metropolitan Area. This document analyzes the course of pedagogical intervention during the four months between October 2, 2023 and January 31, 2024. The qualitative research is based on a case study and uses a range of data collection techniques. This report presents the theoretical perspectives and the results obtained, based on the observations and interventions carried out in the pre-school context to analyse "The role of dramatization in a four-year-old classroom: contributions to children's development and learning". This work is characterized by qualitative research using the interpretative paradigm of educational research. As tools for gathering information, I used direct participant and non-participant observation, field notes and interviews with the cooperating teacher and a group of ten children, as well as consulting the educational documents of the socio-educational organization. The study carried out and the analysis of the data made it possible to understand that dramatization is increasingly valued and highlighted in the practices of the teaching teams, as a fundamental activity for the children's development/learning process. In addition, it has highlighted the importance of developing children's skills and abilities fully in order to build healthy relationships with people and the environment. This report describes the interconnection and sometimes conflict between the roles of student, trainee and researcher. In this way, it goes beyond the study carried out; it covers my journey in Supervised Professional Practice II and the intervention carried out in a classroom of four-year-olds.
ABSTRACT This document was drawn up as part of the Supervised Professional Practice II Curricular Unit, which took place in the four-year-old classroom of a kindergarten in the Lisbon Metropolitan Area. This document analyzes the course of pedagogical intervention during the four months between October 2, 2023 and January 31, 2024. The qualitative research is based on a case study and uses a range of data collection techniques. This report presents the theoretical perspectives and the results obtained, based on the observations and interventions carried out in the pre-school context to analyse "The role of dramatization in a four-year-old classroom: contributions to children's development and learning". This work is characterized by qualitative research using the interpretative paradigm of educational research. As tools for gathering information, I used direct participant and non-participant observation, field notes and interviews with the cooperating teacher and a group of ten children, as well as consulting the educational documents of the socio-educational organization. The study carried out and the analysis of the data made it possible to understand that dramatization is increasingly valued and highlighted in the practices of the teaching teams, as a fundamental activity for the children's development/learning process. In addition, it has highlighted the importance of developing children's skills and abilities fully in order to build healthy relationships with people and the environment. This report describes the interconnection and sometimes conflict between the roles of student, trainee and researcher. In this way, it goes beyond the study carried out; it covers my journey in Supervised Professional Practice II and the intervention carried out in a classroom of four-year-olds.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-escolar
Keywords
Educação pré-escolar Crianças Dramatização Investigação em educação Processo de desenvolvimento/aprendizagem Pre-school education Children Dramatization Research in education Development/learning process
Citation
Alexandre, M. C. (2024). O papel da dramatização numa sala de quatro anos: contributos para o desenvolvimento e aprendizagem das crianças [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21456
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa