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As relações sociais entre as crianças e a promoção da aprendizagem e desenvolvimento em contexto de educação de infância e 1.º ciclo do ensino básico
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| 3.23 MB | Adobe PDF |
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Abstract(s)
Este exercício investigativo surge no âmbito da obtenção de grau de Mestre, na área de Educação Pré-Escolar e Ensino 1.º Ciclo do Ensino Básico, englobando a reflexão sobre as vivências em estágio e o percurso investigativo realizado. O exercício investigativo tem principal enfoque na aprendizagem e desenvolvimento das crianças através das suas relações sociais. O desenvolvimento do percurso investigativo permite compreender de que forma a socialização entre crianças influencia a sua aprendizagem e desenvolvimento. Por meio de um estudo de caráter qualitativo pretendeu-se conhecer perspetivas dos participantes no estudo, dos quais faziam parte educadoras, professores do 1.º Ciclo do Ensino Básico e crianças, sobre as conceções das relações entre crianças, estratégias e atividades promotoras das relações entre crianças, conhecendo também o papel do docente nesta promoção. A análise dos resultados permitiu identificar práticas educativas eficazes na promoção de ambientes educativos que valorizem as interações sociais. Por fim, ressalta-se o papel dos docentes, enquanto mediadores dessas interações, evidenciando a importância do diálogo, da empatia e de estratégias pedagógicas colaborativas para a construção de uma prática educativa transformadora.
This investigative exercise arises within the scope of obtaining a master’s degree in Pre-School Education and Primary Education, encompassing reflection on internship experiences and the investigative journey undertaken. The investigative exercise focuses primarily on children's learning and development through their social relationships. The development of the investigative process aims to understand how socialization among children influences their learning and development. Through a qualitative study, the objective was to explore the perspectives of the study participants, which included early childhood educators, primary school teachers, and children, regarding the conceptions of children's relationships, strategies, and activities that foster interactions among children, as well as the teacher's role in promoting these relationships. The analysis of the results identified effective educational practices in creating educational environments that value social interactions. Finally, the study highlights the role of teachers as mediators of these interactions, emphasizing the importance of dialogue, empathy, and collaborative pedagogical strategies in fostering a transformative educational practice.
This investigative exercise arises within the scope of obtaining a master’s degree in Pre-School Education and Primary Education, encompassing reflection on internship experiences and the investigative journey undertaken. The investigative exercise focuses primarily on children's learning and development through their social relationships. The development of the investigative process aims to understand how socialization among children influences their learning and development. Through a qualitative study, the objective was to explore the perspectives of the study participants, which included early childhood educators, primary school teachers, and children, regarding the conceptions of children's relationships, strategies, and activities that foster interactions among children, as well as the teacher's role in promoting these relationships. The analysis of the results identified effective educational practices in creating educational environments that value social interactions. Finally, the study highlights the role of teachers as mediators of these interactions, emphasizing the importance of dialogue, empathy, and collaborative pedagogical strategies in fostering a transformative educational practice.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
infância interações sociais aprendizagem desenvolvimento infantil childhood social interactions learning children development
Citation
Publisher
CC License
Without CC licence