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Brincar e trabalhar nas primeiras idades
| Name: | Description: | Size: | Format: | |
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| 2.28 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este relatório final de estágio é o culminar do Mestrado em Educação pré-escolar e
Ensino do 1ºciclo do Ensino Básico e, teve como objetivo apresentar uma reflexão sobre os
estágios realizados nas diferentes práticas de ensino supervisionada (na educação de infância
e no 1º Ciclo do Ensino Básico) e a apresentação do trabalho de pesquisa realizado ao longo
do curso.
Esta pesquisa, contou com a participação de quatro docentes: 2 educadoras de
infância (uma de creche e uma de Jardim de Infância) e 2 professoras do 1º Ciclo do Ensino
Básico. Além destas docentes, participaram no estudo vinte crianças (10 da educação pré escolar e 10 do 1ºCEB). O propósito deste trabalho investigativo foi perceber o que se entende
por brincar no Jardim de Infância e na Escola. Os dados foram recolhidos através da
realização de questionários de resposta aberta com as docentes e de entrevistas realizadas
com as crianças.
Da análise dos dados evidencia-se que há diferenças na visão das docentes e na das
crianças sobre o brincar. O ponto de vista dos docentes é por norma enraizado numa
perspetiva mais descritiva e racional “(...)Brincar é o um princípio da aprendizagem.”,
enquanto que a das crianças é puramente emocional “É sentir o coração“ .
No pré-escolar, existe uma maior preponderância para o brincar em grupo. No 1º Ciclo
do Ensino Básico as atividades individuais acontecem com maior frequência. Estes fatores
foram relevantes para o presente estudo.
This final internship report is the culmination of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and, aimed at presenting a reflection on the internships performed in the different supervised teaching practices (in childhood education and the 1st Cycle of Basic Education) and the presentation of the research work carried out throughout the course. This research had the participation of four teachers: 2 kindergarten educators (one nursery and one kindergarten) and 2 teachers from the 1st Cycle of Basic Education. In addition to these teachers, twenty children participated in the study (10 from preschool education and 10 from 1ºCEB). The purpose of this investigative work was to understand what is meant by playing in kindergarten and school. Data were collected through open response questionnaires with teachers and interviews with the children. From the data analysis it is evidenced that there are differences in the teachers' and children's view of playing. The teachers' point of view is usually rooted in a more descriptive and rational perspective, "(...) Playing is the one principle of learning.", while that of children is purely emotional "It is feel the heart ". In preschool, there is a greater preponderance for group play. In the 1st Cycle of Basic Education, individual activities take place more frequently. These factors were relevant for the present study.
This final internship report is the culmination of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and, aimed at presenting a reflection on the internships performed in the different supervised teaching practices (in childhood education and the 1st Cycle of Basic Education) and the presentation of the research work carried out throughout the course. This research had the participation of four teachers: 2 kindergarten educators (one nursery and one kindergarten) and 2 teachers from the 1st Cycle of Basic Education. In addition to these teachers, twenty children participated in the study (10 from preschool education and 10 from 1ºCEB). The purpose of this investigative work was to understand what is meant by playing in kindergarten and school. Data were collected through open response questionnaires with teachers and interviews with the children. From the data analysis it is evidenced that there are differences in the teachers' and children's view of playing. The teachers' point of view is usually rooted in a more descriptive and rational perspective, "(...) Playing is the one principle of learning.", while that of children is purely emotional "It is feel the heart ". In preschool, there is a greater preponderance for group play. In the 1st Cycle of Basic Education, individual activities take place more frequently. These factors were relevant for the present study.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
brincar trabalhar na educação de infância trabalhar na escola aprendizagem play work in childhood education work in school learning