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Organização do ambiente educativo como promotor da autorregulação na aprendizagem
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O presente Relatório de Estágio insere-se no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB). Na primeira parte, é descrito o percurso realizado durante os estágios em creche, jardim de infância e 1.º CEB (1.º e 3.º anos de escolaridade), salientando as aprendizagens que enriqueceram a formação inicial. Esta secção possibilita uma reflexão aprofundada sobre o papel do educador de infância e do professor do 1.º CEB, enfatizando a importância da organização do ambiente educativo e da relação entre a escola e a família. Na segunda parte, o relatório integra um exercício investigativo composto por dois estudos exploratórios de natureza qualitativa e descritiva. O primeiro estudo consiste na aplicação de um questionário com perguntas abertas a 23 encarregados de educação, com o objetivo de compreender a sua perspetiva sobre a autorregulação da aprendizagem na infância, analisando se consideram que a promoção desta competência ocorre de forma intencional no jardim de infância e/ou na escola, e se existe colaboração com a família como complemento.
O segundo estudo relata a experiência da investigadora principal em contexto de 1.º CEB numa escola pública orientada para a inclusão social, analisando a transição de um paradigma educacional centrado no professor para um modelo em que este atua como mediador. A sala de aula diversifica os espaços de aprendizagem e organiza o trabalho de forma a promover a cooperação, a iniciativa e a autonomia na construção do conhecimento, aproveitando as diferentes áreas da escola como cenários enriquecedores para oportunidades de aprendizagem. O foco deste estudo é a intencionalidade educativa na organização do ambiente de aprendizagem, com ênfase na promoção da autorregulação da aprendizagem. Para assegurar uma análise rigorosa, foram utilizados vários instrumentos de recolha de dados: i) a observação estruturada, com base na CHILD (Piscalho, 2021), que avaliou as competências autorregulatórias do grupo de 33 crianças; ii) a partir destas observações, foram selecionadas quatro crianças para um acompanhamento mais detalhado, utilizando a CHILD e analisando as narrativas registadas no diário de bordo da investigadora principal, o que proporcionou uma base para reflexão crítica sobre a prática docente; iii) adicionalmente, foi aplicado um questionário a 25 encarregados de educação, visando enriquecer a compreensão global do estudo. A triangulação dos dados revelou que o conceito de autorregulação da aprendizagem permanece desconhecido para muitos encarregados de educação, evidenciando a necessidade de incrementar a ligação entre a escola e a família na promoção desta competência. A observação do contexto reforçou a importância da promoção intencional da autorregulação, particularmente através da organização cuidadosa do ambiente educativo, fator crucial para o desenvolvimento integral e a aprendizagem das crianças.
This internship report is part of the Master's program in Pre-School Education and Primary Education (1st Cycle of Basic Education). The first section describes the journey undertaken during placements in nursery, kindergarten, and 1st Cycle of Basic Education (1st and 3rd grades), highlighting the insights gained that enriched the initial training. This section allows for an in-depth reflection on the roles of early childhood educators and primary teachers, emphasizing the importance of organizing the educational environment and the partnership between the school and families. In the second part, the report includes an investigative exercise composed of two exploratory studies of a qualitative and descriptive nature. The first study involved administering an open-ended questionnaire to 23 guardians, aiming to understand their perspective on self-regulated learning in childhood. It examines whether they believe this promotion occurs intentionally in kindergarten and/or at school and if there is collaboration with families to foster this competency. The second study reports the experience of the principal researcher in a 1st Cycle of Basic Education context at a public school focused on social inclusion. This study analyzes the transition from a teacher-centered educational paradigm to a model where the teacher acts as a mediator. The classroom diversifies learning spaces and organizes work to promote cooperation, initiative, and autonomy in the pursuit and construction of knowledge, utilizing different areas of the school as enriching settings for learning opportunities. The focus of this study is on educational intentionality in organizing the learning environment, with an emphasis on promoting self-regulated learning. Various data collection instruments were employed to ensure a rigorous analysis: structured observation based on the CHILD (Piscalho, 2021) assessed the self-regulatory learning competencies of the group of 33 children; additionally, four children were selected from these observations for more detailed monitoring, using the CHILD and analyzing the narratives recorded in the principal researcher's diary, providing a basis for critical reflection on teaching practices. Furthermore, a questionnaire was applied to 25 guardians to gather valuable perspectives that enrich the overall understanding of the study. The triangulation of data revealed that the concept of self-regulated learning remains unfamiliar to many guardians, highlighting the need to strengthen the connection between the school and families in the intentional promotion of this competency. Observations further reinforced the importance of intentionally promoting self-regulated learning, particularly through the careful organization of the educational environment, which is crucial for the holistic development and learning of children.
This internship report is part of the Master's program in Pre-School Education and Primary Education (1st Cycle of Basic Education). The first section describes the journey undertaken during placements in nursery, kindergarten, and 1st Cycle of Basic Education (1st and 3rd grades), highlighting the insights gained that enriched the initial training. This section allows for an in-depth reflection on the roles of early childhood educators and primary teachers, emphasizing the importance of organizing the educational environment and the partnership between the school and families. In the second part, the report includes an investigative exercise composed of two exploratory studies of a qualitative and descriptive nature. The first study involved administering an open-ended questionnaire to 23 guardians, aiming to understand their perspective on self-regulated learning in childhood. It examines whether they believe this promotion occurs intentionally in kindergarten and/or at school and if there is collaboration with families to foster this competency. The second study reports the experience of the principal researcher in a 1st Cycle of Basic Education context at a public school focused on social inclusion. This study analyzes the transition from a teacher-centered educational paradigm to a model where the teacher acts as a mediator. The classroom diversifies learning spaces and organizes work to promote cooperation, initiative, and autonomy in the pursuit and construction of knowledge, utilizing different areas of the school as enriching settings for learning opportunities. The focus of this study is on educational intentionality in organizing the learning environment, with an emphasis on promoting self-regulated learning. Various data collection instruments were employed to ensure a rigorous analysis: structured observation based on the CHILD (Piscalho, 2021) assessed the self-regulatory learning competencies of the group of 33 children; additionally, four children were selected from these observations for more detailed monitoring, using the CHILD and analyzing the narratives recorded in the principal researcher's diary, providing a basis for critical reflection on teaching practices. Furthermore, a questionnaire was applied to 25 guardians to gather valuable perspectives that enrich the overall understanding of the study. The triangulation of data revealed that the concept of self-regulated learning remains unfamiliar to many guardians, highlighting the need to strengthen the connection between the school and families in the intentional promotion of this competency. Observations further reinforced the importance of intentionally promoting self-regulated learning, particularly through the careful organization of the educational environment, which is crucial for the holistic development and learning of children.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
Educação pré-escolar 1.º Ciclo do Ensino Básico aprendizagem autorregulação da aprendizagem organização do ambiente educativo early childhood education first Cycle of Basic Education learning self-regulated learning organisation of the educational environment
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