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"As adequaçãoes curriculares na prática pedagógica na Educação Pré-Escolar"
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| 6.14 MB | Adobe PDF |
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Abstract(s)
Este relatório foi elaborado no âmbito da unidade curricular de Iniciação à Prática Profissional do Mestrado em Educação Pré-Escolar, tendo como finalidade a obtenção do grau de mestre. O seu objetivo é expor o meu percurso ao longo do mestrado e assim apresentar e refletir sobre as experiências decorrentes dos estágios que efetuei. É, ainda, apresentada uma investigação realizada acerca das adequações curriculares na prática pedagógica na educação pré-escolar, onde se procurou conhecer as conceções de currículo, de inclusão, de adequações curriculares e de pedagogia diferenciada. O exercício investigativo iniciou-se a partir de dúvidas e dilemas que emergiram na prática no estágio em creche, sendo que nessa primeira etapa realizou-se a revisão da literatura sobre a problemática. O exercício investigativo propriamente dito realizou-se no contexto de jardim-de-infância, numa sala com crianças de 4 e 5 anos de idade. No primeiro estudo, a análise dos diários de bordo e das reflexões potencializaram a identificação de dilemas e a procura de respostas para obter soluções e estratégias adequadas para intervir de acordo com a realidade e as características que se encontravam presentes no ambiente em que estava inserida. No segundo estudo, e para complementar o anterior, recorreu-se a uma entrevista semidireta a uma educadora, bem como a 10 questionários de respostas abertas e uma fechada também a educadoras de infância. Com estes dados foi possível fazer uma comparação sobre as suas perspetivas. De um modo geral, verificou-se que as educadoras de infância realizam adequações curriculares que se traduzem numa prática inclusiva, sendo que as necessidades e interesses das crianças e o seu perfil de funcionalidade são sempre tidos em conta. A inclusão de todas as crianças é feita com a participação de todo o grupo em que estão inseridas, bem como das suas famílias. Esta participação é importante devido às características pessoais e aos contextos familiares diferentes de cada uma, sendo uma ajuda para novas adaptações no processo de socialização que vai originar diversos métodos de inclusão.
This report was prepared within the scope of the curricular unit of Initiation to Professional Practice of the Master in Pre-School Education, with the purpose of obtaining the master degree. Its purpose is to expose my course throughout the master's degree and thus present and reflect on the experiences arising from the internships I have completed. It is also presented an investigation about the curricular adaptations in pedagogical practice in pre-school education, where it was sought to know the concepts of curriculum, inclusion, curricular adaptations and differentiated pedagogy. The investigative exercise started from the doubts and dilemmas that emerged in the practice in the nursery stage, being that in this first stage the literature review on the problematic. The investigative exercise itself was carried out in the context of kindergarten, in a room with children of 4 and 5 years of age. In the first study, the analysis of logbooks and reflections enhanced the identification of dilemmas and the search for answers to obtain adequate solutions and strategies to intervene according to the reality and the characteristics that were present in the environment in which it was inserted. In the second study, and in addition to the previous one, a semi-direct interview with an educator was used, as well as 10 questionnaires of open answers and one closed also to kindergarten teachers. With this data it was possible to make a comparison about their perspectives. In general, it has been found that early childhood educators perform curricular adaptations that translate into an inclusive practice, and children's needs and interests and their profile of functionality are always taken into account. The inclusion of all children is done with the participation of the entire group in which they are inserted, as well as their families. This participation is important due to the personal characteristics and the different family contexts of each one, being an aid to new adaptations in the process of socialization that will originate diverse methods of inclusion.
This report was prepared within the scope of the curricular unit of Initiation to Professional Practice of the Master in Pre-School Education, with the purpose of obtaining the master degree. Its purpose is to expose my course throughout the master's degree and thus present and reflect on the experiences arising from the internships I have completed. It is also presented an investigation about the curricular adaptations in pedagogical practice in pre-school education, where it was sought to know the concepts of curriculum, inclusion, curricular adaptations and differentiated pedagogy. The investigative exercise started from the doubts and dilemmas that emerged in the practice in the nursery stage, being that in this first stage the literature review on the problematic. The investigative exercise itself was carried out in the context of kindergarten, in a room with children of 4 and 5 years of age. In the first study, the analysis of logbooks and reflections enhanced the identification of dilemmas and the search for answers to obtain adequate solutions and strategies to intervene according to the reality and the characteristics that were present in the environment in which it was inserted. In the second study, and in addition to the previous one, a semi-direct interview with an educator was used, as well as 10 questionnaires of open answers and one closed also to kindergarten teachers. With this data it was possible to make a comparison about their perspectives. In general, it has been found that early childhood educators perform curricular adaptations that translate into an inclusive practice, and children's needs and interests and their profile of functionality are always taken into account. The inclusion of all children is done with the participation of the entire group in which they are inserted, as well as their families. This participation is important due to the personal characteristics and the different family contexts of each one, being an aid to new adaptations in the process of socialization that will originate diverse methods of inclusion.
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Keywords
educação pré-escolar adequações curriculares práticas educativas jardim-de-infância inclusão pre-school education urricular adaptations educational practices kindergarten inclusion