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Abstract(s)
Este relatório foi elaborado no âmbito da unidade curricular da Prática Profissional Supervisionada em contexto de Jardim de Infância, numa instituição com um grupo de 9 crianças pertencente à faixa etária dos 3 anos.
Tem como objetivo refletir sobre todo o percurso realizado durante o processo de intervenção desenvolvido nestes meses de prática.
É apresentada uma caraterização do contexto educativo, em que a ação educativa é consolidada pelas intencionalidades delineadas, explicitando de que forma decorreu o processo de intervenção e a sua avaliação. É também apresentada a investigação realizada durante a prática sustentada por diversos autores acerca das diferentes formas de contar histórias em Jardim de Infância. Esta investigação tem como principal objetivo analisar a importância de se contar histórias em Jardim de Infância e identificar e analisar as diferentes formas de contar histórias. Neste sentido, foi importante ouvir a educadora cooperante, a auxiliar de educação e a psicopedagoga da instituição. Por fim, é ainda apresentada a construção profissionalidade docente como educadora de infância, em que são demonstradas as aprendizagens adquiridas ao longo da intervenção pedagógica.
Relativamente à metodologia utilizada, esta remete para uma investigação de natureza qualitativa, sendo um estudo de caso e utilizadas diferentes técnicas de recolha e posteriormente de análise de dados. A análise e discussão de dados demonstrou quais as diferentes formas de se contar histórias e de que forma contribuem para o desenvolvimento das crianças. Os resultados obtidos contribuem para a discussão sobre conhecimentos acerca dos recursos utilizados para contar histórias e de que forma as crianças disfrutam dos mesmos.
ABSTRACT This report was written within the scope of the curricular unit of Supervised Professional Practice in Kindergarten, in an institution with a group of 9 children aged 3 years old. This report aims to reflect on the entire path taken during the intervention process developed during these months of practice. A characterization of the educational context is presented, in which the educational action is consolidated by the intentions outlined, explaining how the intervention process and its evaluation took place. Also presented is the research carried out during the practice supported by several authors about the different forms of storytelling in kindergarten. This research has as main objective to analyze the importance of storytelling in kindergarten and to identify and analyze the different ways of storytelling. In this sense, it was important to listen to the cooperating educator, the educational assistant and the psychopedagogue of the institution. Finally, the construction of teaching professionalism as a kindergarten teacher is also presented, in which the learning acquired during the pedagogical intervention is demonstrated. Regarding the methodology used, this refers to a qualitative research, being a case study and using different techniques for data collection and later data analysis. The data analysis and discussion showed the different ways of telling stories and how they contribute to the development of children. The results obtained contribute to the discussion about knowledge about the resources used for storytelling and how children enjoy them.
ABSTRACT This report was written within the scope of the curricular unit of Supervised Professional Practice in Kindergarten, in an institution with a group of 9 children aged 3 years old. This report aims to reflect on the entire path taken during the intervention process developed during these months of practice. A characterization of the educational context is presented, in which the educational action is consolidated by the intentions outlined, explaining how the intervention process and its evaluation took place. Also presented is the research carried out during the practice supported by several authors about the different forms of storytelling in kindergarten. This research has as main objective to analyze the importance of storytelling in kindergarten and to identify and analyze the different ways of storytelling. In this sense, it was important to listen to the cooperating educator, the educational assistant and the psychopedagogue of the institution. Finally, the construction of teaching professionalism as a kindergarten teacher is also presented, in which the learning acquired during the pedagogical intervention is demonstrated. Regarding the methodology used, this refers to a qualitative research, being a case study and using different techniques for data collection and later data analysis. The data analysis and discussion showed the different ways of telling stories and how they contribute to the development of children. The results obtained contribute to the discussion about knowledge about the resources used for storytelling and how children enjoy them.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Dinamização de histórias Prática profissional supervisionada Histórias Formas de contar histórias Recursos educativos Supervised professional practice Stories Forms of storytelling Educational resources Story promotion
Citation
Calaça, A. M. S. (2021). Contas-me uma história? As diferentes formas de contar histórias em Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14399