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Diferenciação pedagógica em creche e jardim-de-infância
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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular da Prática
Pedagógica para a Educação de Infância que está integrada no Mestrado em
Educação Pré-Escolar e contempla o trabalho desenvolvido nos estágios em contexto
de Creche e de Jardim de Infância, bem como a apresentação do respetivo percurso
profissional e investigativo. Destes contextos emergiu a questão de investigação, cujo
tema centra-se na planificação e organização do trabalho educativo tendo como base
uma diferenciação pedagógica. Esta temática está muito presente quando se fala de
Necessidades Educativas Especiais mas, no entanto, todas as crianças necessitam de
um ensino diferenciado, pois todas elas são diferentes à sua maneira.
De modo a tentar encontrar respostas à minha questão realizei diversas
pesquisas baseadas em autores de referência que definem o conceito de
diferenciação pedagógica e esclarecem o papel do educador. Ao nível metodológico
optei por dois instrumentos de recolha de dados: a realização de duas entrevistas
semiestruturadas a duas educadoras de infância e a análise e reflexão de quatro
planificações (construídas no contexto de Jardim de Infância).
Esta investigação permitiu-me refletir relativamente aos aspetos fundamentais para
uma planificação e intervenção eficazes com base numa diferenciação pedagógica. O
papel do educador prende-se com a necessidade de perceber quais os aspetos
essenciais durante o processo de planificação de modo a responder às necessidades
e corresponder aos interesses das crianças. Através deste trabalho de investigação,
compreendi que todos os aspetos da planificação, nomeadamente os objetivos, as
estratégias e a avaliação, deverão ser refletidos e trabalhados em função dos grupos e
das crianças de modo individual, para que o processo de ensino e aprendizagem
aconteça.
The present report has been elaborated on behalf of the Pedagogical Practice for the Childhood Education Course, integrated on the Masters in Preschool Education, which contemplates the effort developed on the internships on Day Care Center and Kindergarten contexts, as well as the presentation of the career and investigation. Out of these contexts emerged the investigative purpose, in which the team would be centered on the planning and organization of the educational work, having an adaptive education as a base theme. These are much more present when one refers to Special educational needs, but, on the other hand, every child needs a differentiated education, for every child is different on its way. So as to find the answers to my dilemma, I've conducted several researches based on the reference authors witch define the concept of differentiated education and clarify the role of the educator. On the methodical level, I've opted for two instruments for the collection of data: the attainment of two semis structured interviews with two kindergarten teachers and the analysis and thought of four plannings (constructed in the context of kindergarten). This investigation allowed me to reflect on the fundamental aspects of an effective planning and intervention on behalf of a differentiated education. The role of the educator ties in with the need to understand which aspects are essential during the planning stages, so as to answer to the needs and interests of the children. Throughout this investigation, I've perceived that all the planning stages, namely the objectives, the strategies and the evaluation, have to be considered and worked according to the groups and the children individually, so as for the teaching and learning process to happen.
The present report has been elaborated on behalf of the Pedagogical Practice for the Childhood Education Course, integrated on the Masters in Preschool Education, which contemplates the effort developed on the internships on Day Care Center and Kindergarten contexts, as well as the presentation of the career and investigation. Out of these contexts emerged the investigative purpose, in which the team would be centered on the planning and organization of the educational work, having an adaptive education as a base theme. These are much more present when one refers to Special educational needs, but, on the other hand, every child needs a differentiated education, for every child is different on its way. So as to find the answers to my dilemma, I've conducted several researches based on the reference authors witch define the concept of differentiated education and clarify the role of the educator. On the methodical level, I've opted for two instruments for the collection of data: the attainment of two semis structured interviews with two kindergarten teachers and the analysis and thought of four plannings (constructed in the context of kindergarten). This investigation allowed me to reflect on the fundamental aspects of an effective planning and intervention on behalf of a differentiated education. The role of the educator ties in with the need to understand which aspects are essential during the planning stages, so as to answer to the needs and interests of the children. Throughout this investigation, I've perceived that all the planning stages, namely the objectives, the strategies and the evaluation, have to be considered and worked according to the groups and the children individually, so as for the teaching and learning process to happen.
Description
Relatório de estágio apresentado para a obtenção do grau de mestre
na especialidade profissional de Educação pré-escolar
Keywords
diferenciação pedagógica educador heterogeneidade necessidades planificação differentiated education educator heterogeneity needs planning