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As birras no Pré-Escolar e no 1º Ciclo do Ensino Básico
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| 2.51 MB | Adobe PDF |
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Abstract(s)
O presente relatório reflete o percurso realizado durante os quatro semestres que constituem o Mestrado em Educação Pré-escolar e em Ensino do 1.º Ciclo do Ensino Básico. Este visa analisar as estratégias utilizadas pelas educadoras/professoras em situação de birra, na perspetiva dos/as docentes. Posto isto, este trabalho está dividido em duas partes, sendo estas, a dimensão reflexiva e a dimensão investigativa. Na primeira parte, encontra-se a descrição e a reflexão sobre as minhas vivências ao longo do mestrado, nomeadamente nos contextos de creche, jardim-de-infância e 1.º Ciclo (1.º e 3.º ano), onde menciono as aprendizagens, as dificuldades, a evolução, os receios e as questões que ocorreram desde o início até ao fim da minha prática pedagógica. Na segunda parte, é apresentado o trabalho de investigação desenvolvido sobre a temática das birras. Teve como principais objetivos compreender o porquê de as crianças nesta faixa etária fazerem birras e definir estratégias que podem ser utilizadas pelo educador de infância/professor na sua ação educativa para gerir estas situações. O presente estudo é qualitativo e de caráter descritivo, utilizando para a recolha de dados a técnica da entrevista. A amostra foi constituída por seis docentes, sendo estas três professoras do 1ºciclo do ensino básico e três educadoras de infância. Podemos concluir que, existem várias estratégias que podem ser utilizadas pelos educadores de infância e pelos professores para gerir uma situação de birra, nomeadamente, a maioria dos sujeitos referiu o diálogo com a criança que está a fazer birra, a atribuição de consequências e, ainda, fazerem com que a criança reflita sobre as suas atitudes. Mencionaram ainda que as principais causas das birras são a necessidade de oposição da criança a algo e o egocentrismo, mas que no entanto, as birras fazem parte do desenvolvimento normal da criança.
This report reflects the path taken during the four semesters that make up the Master in Pre-school Education and in Teaching of the 1st Cycle of Basic Education. This aims to analyze the strategies used by educators / teachers in a tantrum situation, from the perspective of the teachers. That said, this work is divided into two parts, these being the reflective and investigative dimensions. In the first part, there is a reflection on my experiences throughout the master's degree, namely in the contexts of daycare, kindergarten and 1st cycle (1st and 3rd year), where I mention the learnings, the difficulties, the evolutions, the fears and the questions that occurred from the beginning to the end of my pedagogical practice. In the second part, the research work developed on the theme of tantrums is presented. Its main objectives are to understand why children in this age group have tantrums and define strategies that can be used by the kindergarten teacher / teacher in their educational action to manage these situations. The present study is qualitative and descriptive, using the interview technique for data collection. The sample consisted of six teachers, three of whom are teachers of the 1st cycle of basic education and three are kindergarten teachers. We can conclude that, there are several strategies that can be used by educators and teachers to manage a tantrum situation, namely, most subjects reported can dialogue with the child who is having a tantrum, they can attribute consequences and make the child reflect on their attitudes. They also mentioned that the main causes of tantrums are the child's need for opposition to something and egocentricity, but that tantrums are part of the child's normal development.
This report reflects the path taken during the four semesters that make up the Master in Pre-school Education and in Teaching of the 1st Cycle of Basic Education. This aims to analyze the strategies used by educators / teachers in a tantrum situation, from the perspective of the teachers. That said, this work is divided into two parts, these being the reflective and investigative dimensions. In the first part, there is a reflection on my experiences throughout the master's degree, namely in the contexts of daycare, kindergarten and 1st cycle (1st and 3rd year), where I mention the learnings, the difficulties, the evolutions, the fears and the questions that occurred from the beginning to the end of my pedagogical practice. In the second part, the research work developed on the theme of tantrums is presented. Its main objectives are to understand why children in this age group have tantrums and define strategies that can be used by the kindergarten teacher / teacher in their educational action to manage these situations. The present study is qualitative and descriptive, using the interview technique for data collection. The sample consisted of six teachers, three of whom are teachers of the 1st cycle of basic education and three are kindergarten teachers. We can conclude that, there are several strategies that can be used by educators and teachers to manage a tantrum situation, namely, most subjects reported can dialogue with the child who is having a tantrum, they can attribute consequences and make the child reflect on their attitudes. They also mentioned that the main causes of tantrums are the child's need for opposition to something and egocentricity, but that tantrums are part of the child's normal development.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
birras estratégias prática pedagógica pré-escolar 1º ciclo tantrums strategies pedagogical practice pre-school 1st cycle