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Abstract(s)
O presente relatório ocorre no âmbito da prática de ensino supervisionada desenvolvida em contexto de Educação Pré-Escolar, com um grupo de crianças com idades de 4 e 5 anos.
Começamos por centrar a nossa reflexão sobre o processo de desenvolvimento e aprendizagem da criança, as áreas e domínios de conteúdo e o papel do educador em contexto de educação pré-escolar. Caraterizamos o contexto educativo em que nos inserimos, pretendendo perceber os processos a adotar para a construção de respostas educativas de qualidade. Depois procedemos à descrição e análise de um conjunto de quatro experiências de ensino-aprendizagem desenvolvidas com o grupo de crianças, procurando dar resposta à seguinte questão de partida: Como promover a articulação entre as diferentes áreas e domínios de conteúdo em contexto de educação pré-escolar?
O quadro metodológico do estudo inseriu-se numa perspetiva qualitativa com recurso a diversas técnicas e instrumentos de recolha de dados, nomeadamente, observação participante, notas de campo, produções das crianças e registos fotográficos.
Os resultados emergentes deste estudo relevam a importância do trabalho orientado para a articulação entre as diferentes áreas e domínios de conteúdo no contexto da Educação Pré-Escolar.
This report occurs following the practice teaching supervised developed in the context of pre-school education, with a group of children aged between 5 and 6 years. We begin by focusing our reflection on the process of development and child learning areas and areas of content and the role of the educator in the context of pre-school education. We characterize the educational context in which we operate, intending to realize the processes to be adopted for the construction of educational quality answers. Then we proceed to the description and analysis of a set of four teaching and learning experiences developed with the group of children, trying to give answer to the initial question: How to promote coordination between the different areas and content areas in the context of pre-school education? The methodological framework of the study was part of a qualitative perspective using various techniques and data collection instruments, namely, participant observation, field notes, children's productions and photographic records. Emerging results of this study reveal the importance of the work oriented to the articulation between the different areas and content areas within the framework of pre-school education.
This report occurs following the practice teaching supervised developed in the context of pre-school education, with a group of children aged between 5 and 6 years. We begin by focusing our reflection on the process of development and child learning areas and areas of content and the role of the educator in the context of pre-school education. We characterize the educational context in which we operate, intending to realize the processes to be adopted for the construction of educational quality answers. Then we proceed to the description and analysis of a set of four teaching and learning experiences developed with the group of children, trying to give answer to the initial question: How to promote coordination between the different areas and content areas in the context of pre-school education? The methodological framework of the study was part of a qualitative perspective using various techniques and data collection instruments, namely, participant observation, field notes, children's productions and photographic records. Emerging results of this study reveal the importance of the work oriented to the articulation between the different areas and content areas within the framework of pre-school education.
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Keywords
Educação pré-escolar Articulação de conteúdos Prática educativa