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Promover a autorregulação da aprendizagem: práticas pedagógicas e reflexão a partir da prática de ensino supervisionada
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O presente relatório de estágio, desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, apresenta a trajetória formativa construída a partir das experiências de prática de ensino supervisionada e da investigação realizada ao longo do mestrado. Guiado pela questão "De que forma se pode promover a autorregulação da aprendizagem em crianças na educação pré-escolar e no 1.º Ciclo do Ensino Básico?", este trabalho sublinha a importância da postura reflexiva e investigativa na melhoria contínua das práticas educativas. O relatório integra a descrição e reflexão crítica sobre quatro períodos de estágio, concretizados em três contextos distintos: creche, jardim de infância e 1.º Ciclo do Ensino Básico (1.º e 4.º anos de escolaridade). Documenta, ainda, o trabalho investigativo orientado pelos seguintes objetivos: (1) compreender o contributo da utilização da checklist CHILD (Piscalho, 2021) na observação e reflexão sobre a prática pedagógica, visando a identificação das competências autorregulatórias das crianças; (2) explorar as perspetivas das crianças sobre o seu processo de autorregulação da aprendizagem, tendo por base a entrevista com tarefa; e (3) explorar as competências autorregulatórias das crianças no jardim de infância e no 1.º ciclo do Ensino Básico, com o intuito de compreender como promovê-las efetivamente na prática educativa. O exercício investigativo atravessa o(s) processo(s) de estágio, adotando-se uma abordagem qualitativa. Recorreu-se à Lista de Desenvolvimento da Aprendizagem Independente (CHILD) como instrumento de observação e de apoio à prática pedagógica junto de cinquenta e seis crianças da educação pré-escolar e do 1.º CEB. Complementarmente, foram realizadas treze entrevistas semiestruturadas a crianças e a uma profissional especialista na área. A recolha de dados foi conduzida de acordo com princípios éticos, assegurando o consentimento informado e a confidencialidade dos participantes. A análise dos dados, realizada com recurso a análise de conteúdo, análise temática e métodos de triangulação, permitiu identificar práticas e estratégias que favorecem o desenvolvimento de competências autorregulatórias, designadamente o planeamento, a monitorização e a avaliação das próprias ações por parte das crianças. Os resultados revelam que a promoção da autorregulação contribui para uma maior autonomia, capacidade de resolução de problemas e gestão emocional das crianças, facilitando aprendizagens mais significativas e duradouras. O relatório conclui com uma reflexão final onde se traçam recomendações para a prática pedagógica, incluindo estratégias de intervenção e sugestões para a articulação entre contextos educativos, reforçando o potencial da autorregulação como motor para a inovação e a equidade na educação.
This internship report, developed within the scope of the Master's in Pre-School Education and Teaching of the 1st Cycle of Basic Education, presents the formative trajectory constructed from experiences in supervised teaching practice and research conducted throughout the master's program. Guided by the research question, "How can the self-regulation of learning be promoted in children in pre-school education and the 1st Cycle of Basic Education?", this work underscores the importance of a reflective and investigative stance in the continuous improvement of educational practices. The report integrates the description and critical reflection on four internship periods, implemented in three distinct contexts: daycare, kindergarten, and the 1st Cycle of Basic Education (1st and 4th grades). It also documents the investigative work guided by the following objectives: (1) to understand the contribution of using the CHILD checklist (Piscalho, 2021) in the observation and reflection on pedagogical practice, aiming to identify the self-regulatory competences of children; (2) to explore the perspectives of children on their self-regulation of learning process, based on task-based interviews; and (3) to explore the self-regulatory competences of children in kindergarten and the 1st Cycle of Basic Education, in order to understand how to effectively promote them in educational practice. The investigative exercise permeates the internship process, employing a qualitative approach. The Checklist for Independent Learning Development (CHILD) was used as an instrument for observation and to support pedagogical practice with fifty-six children in pre-school education and the 1st CEB. Complementarily, thirteen semi-structured interviews were conducted with children and a professional specializing in the area. Data collection was conducted in accordance with ethical principles, ensuring informed consent and the confidentiality of participants. Data analysis, performed using content analysis, thematic analysis, and triangulation methods, allowed for the identification of practices and strategies that favor the development of self-regulatory competences, namely the planning, monitoring, and evaluation of their own actions by children. The results reveal that promoting self-regulation contributes to greater autonomy, problem-solving skills, and emotional management in children, facilitating more meaningful and lasting learning. The report concludes with a final reflection outlining recommendations for pedagogical practice, including intervention strategies and suggestions for articulation between educational contexts, reinforcing the potential of self-regulation as a driver for innovation and equity in education.
This internship report, developed within the scope of the Master's in Pre-School Education and Teaching of the 1st Cycle of Basic Education, presents the formative trajectory constructed from experiences in supervised teaching practice and research conducted throughout the master's program. Guided by the research question, "How can the self-regulation of learning be promoted in children in pre-school education and the 1st Cycle of Basic Education?", this work underscores the importance of a reflective and investigative stance in the continuous improvement of educational practices. The report integrates the description and critical reflection on four internship periods, implemented in three distinct contexts: daycare, kindergarten, and the 1st Cycle of Basic Education (1st and 4th grades). It also documents the investigative work guided by the following objectives: (1) to understand the contribution of using the CHILD checklist (Piscalho, 2021) in the observation and reflection on pedagogical practice, aiming to identify the self-regulatory competences of children; (2) to explore the perspectives of children on their self-regulation of learning process, based on task-based interviews; and (3) to explore the self-regulatory competences of children in kindergarten and the 1st Cycle of Basic Education, in order to understand how to effectively promote them in educational practice. The investigative exercise permeates the internship process, employing a qualitative approach. The Checklist for Independent Learning Development (CHILD) was used as an instrument for observation and to support pedagogical practice with fifty-six children in pre-school education and the 1st CEB. Complementarily, thirteen semi-structured interviews were conducted with children and a professional specializing in the area. Data collection was conducted in accordance with ethical principles, ensuring informed consent and the confidentiality of participants. Data analysis, performed using content analysis, thematic analysis, and triangulation methods, allowed for the identification of practices and strategies that favor the development of self-regulatory competences, namely the planning, monitoring, and evaluation of their own actions by children. The results reveal that promoting self-regulation contributes to greater autonomy, problem-solving skills, and emotional management in children, facilitating more meaningful and lasting learning. The report concludes with a final reflection outlining recommendations for pedagogical practice, including intervention strategies and suggestions for articulation between educational contexts, reinforcing the potential of self-regulation as a driver for innovation and equity in education.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
Autorregulação da Aprendizagem Educação Pré-Escolar 1.º Ciclo do Ensino Básico CHILD Autonomia. Self-Regulation of Learning Preschool 1st Cycle of Basic Education CHILD Autonomy
Contexto Educativo
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Licença CC
Sem licença CC