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Advisor(s)
Abstract(s)
O presente relatório emerge da Prática Profissional Supervisionada (Módulo II), do mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa, decorrido em contexto de Jardim de Infância (JI).
Neste documento, será apresentado o trabalho desenvolvido naquele contexto de forma refletida, avaliando, deste modo, a minha prática educativa que contribuiu para a construção da minha identidade profissional. Para tal, será apresentada a caraterização do contexto onde se realizou a minha prática; serão também evidenciadas quais as minhas intenções para com aquele grupo de crianças, equipa educativa e famílias. Fará também parte deste documento um capítulo relacionado com a construção da profissionalidade docente, no qual refletirei acerca do meu percurso percorrido nos contextos de Creche e de JI. Ao longo da minha prática, surgiram vários momentos ao longo dos dias que deram início à investigação realizada, na medida em que, após diversas observações, foi possível verificar que as crianças gostam muito de ouvir histórias. Assim sendo, foi realizado um estudo de caso de natureza qualitativa, que surgiu da problemática relacionada com a importância de ler livros e contar histórias para a formação de leitores ativos. Através da utilização de diversas técnicas (entrevistas semiestruturadas e inquéritos por questionário), de instrumentos de recolha de dados (notas de campo, reflexões e registos fotográficos) e da triangulação dos dados obtidos, pretendeu-se
perceber de que forma se pode desenvolver a partir da mediação de histórias, como é operacionalizado esse processo e quais os contributos que a literatura para a infância pode trazer às crianças numa dimensão oral que, na maioria das vezes, não é registada, apesar de ser desenvolvida. Os resultados obtidos apontam para as seguintes conclusões: i) o desenvolvimento da espontaneidade é um fator fundamental para a aquisição de hábitos regulares de leitura; (ii) O desafio de formar leitores competentes é uma estratégia “subversiva”, ao serviço da liberdade e da realização integral do ser humano; (iiii) Formar leitores exige das organizações educativas e dos vários intervenientes no processo educativo atitudes que estimulem o pensamento e o sentido crítico e que respondam a desafios, apostando em objetos de leitura ricos e diversificados, através de uma postura de diálogo e cooperação.
Abstract This report emerges from the Supervised Professional Practice (Module II) of the master’s degree in Pre-school Education of the School of Education of the University of Lisbon, which took place in a kindergarten context. This document will present the work developed in this context in a reflected way, thus evaluating my educational practice, which contributes to the construction of my professional identity. To this end, the characterization of the context where my practice took place will be presented; my intentions towards that group of children, educational team and families will also be highlighted. This document will also include a chapter on the construction of teaching professionalism, which will reflect on my journey in the nursery school and kindergarten contexts. Throughout my practice, several moments arose over the days that gave rise to the research undertaken, to the extent that, after several observations it was possible verify that children love to listen to stories. Therefore, a qualitative case study was carried out, which emerged from the problem related to the importance of reading books and telling stories for the formation of active readers. Using several techniques (semi-structured interviews and questionnaire surveys) and data collection tools (field notes, reflections, and photographic records) and the triangulation of the data obtained, the aim was to understand how story mediation can be developed, how this process is operationalized and what contributions children's literature can bring in an oral dimension, which in most cases is not recorded, but is developed. The results found for the acquisition of reading are necessary: i) the fundamental factor for the acquisition of reading habits; (ii) The challenge of training specialized readers is a “subversive” strategy, at the service of freedom and the integral fulfillment of the human being; (iii) Training readers requires from educational organizations and from the various stakeholders in the educational process attitudes that stimulate thinking and critical thinking and that respond to challenges, focusing on rich and complete reading objects, through a posture of dialogue and cooperation.
Abstract This report emerges from the Supervised Professional Practice (Module II) of the master’s degree in Pre-school Education of the School of Education of the University of Lisbon, which took place in a kindergarten context. This document will present the work developed in this context in a reflected way, thus evaluating my educational practice, which contributes to the construction of my professional identity. To this end, the characterization of the context where my practice took place will be presented; my intentions towards that group of children, educational team and families will also be highlighted. This document will also include a chapter on the construction of teaching professionalism, which will reflect on my journey in the nursery school and kindergarten contexts. Throughout my practice, several moments arose over the days that gave rise to the research undertaken, to the extent that, after several observations it was possible verify that children love to listen to stories. Therefore, a qualitative case study was carried out, which emerged from the problem related to the importance of reading books and telling stories for the formation of active readers. Using several techniques (semi-structured interviews and questionnaire surveys) and data collection tools (field notes, reflections, and photographic records) and the triangulation of the data obtained, the aim was to understand how story mediation can be developed, how this process is operationalized and what contributions children's literature can bring in an oral dimension, which in most cases is not recorded, but is developed. The results found for the acquisition of reading are necessary: i) the fundamental factor for the acquisition of reading habits; (ii) The challenge of training specialized readers is a “subversive” strategy, at the service of freedom and the integral fulfillment of the human being; (iii) Training readers requires from educational organizations and from the various stakeholders in the educational process attitudes that stimulate thinking and critical thinking and that respond to challenges, focusing on rich and complete reading objects, through a posture of dialogue and cooperation.
Description
Relatório de Prática Profissional Supervisionada – Módulo II (PPSII) apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Livro Leitores/as ativos/as Histórias Educação literária
Citation
Correia, C. A. F. (2022). A importância de ler livros e contar histórias para a formação de leitores ativos em contexto de préescolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15713