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O papel do educador e do professor na promoção da autonomia nas crianças em contexto educativo
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| 10.65 MB | Adobe PDF |
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Abstract(s)
Este relatório centra-se no papel do educador e do professor na promoção da autonomia nas crianças em contexto educativo.
Este relatório visa dilucidar sobre o percurso formativo e investigativo elaborado no âmbito do Mestrado em Educação Pré-escolar e Ensino do Primeiro Ciclo do Ensino Básico.
O presente relatório divide-se em quatro capítulos, o primeiro refere-se aos estágios, o segundo refere o enquadramento teórico, o terceiro debruça-se sobre os aspetos metodológicos e o quarto refere-se à discussão dos resultados. O presente estudo adotou uma abordagem essencialmente qualitativa com o aporte de alguns dados de natureza quantitativa. Tendo como finalidade concretizar os objetivos principais propostos inicialmente: Compreender que estratégias os educadores e os professores usam para promover a autonomia das crianças em idade pré-escolar e 1.º CEB; Identificar o empenho do adulto tendo em conta a categoria: autonomia; Caracterizar o papel das rotinas diárias como potenciadoras da promoção da autonomia das crianças; Entender a importância da relação escola-família, no que respeita à promoção da autonomia da criança. O estudo de caso qualitativo procurou compreender em que consiste a autonomia e quais as perspetivas dos participantes na investigação, tendo em conta as suas experiências, vivências e interpretações.
Para a recolha de dados foram utilizadas entrevistas semiestruturadas, grelhas de observação do empenhamento do adulto e também o inquérito por questionário realizado às famílias para que se pudesse constatar a importância da ligação escola-família na promoção da autonomia das crianças.
Os resultados dos dados recolhidos mostram que tanto a educadora de infância como as professoras de 1.º CEB adotam a diferenciação pedagógica como princípio de atuação no que diz respeito à promoção da autonomia das crianças. Como contributos para o gradual desenvolvimento da autonomia, as rotinas diárias e as regras de funcionamento da sala foram nomeadas como essenciais.
Os dados obtidos permitem-nos concluir que os resultados deste estudo vão ao encontro da literatura consultada onde é salientada a importância das rotinas para o desenvolvimento pessoal e da aprendizagem das crianças. Deste modo é importante envolver as crianças no ambiente escolar e familiar e proporcionar oportunidades de escolha e participação para um adequado desenvolvimento da sua autonomia.
This report focuses on the role of educators and teachers in the promotion of children's autonomy in the school environment. The report aims to clarify about the formative process and the investigation that took place on the scope of the Masters in Pre-school Education and Basic Primary Education It is divided in four chapters: the first is about the internships, the second chapter is about theory, the third is about methodological aspects and the fourth is about the analysis of the results. It was used mainly a qualitative approach with the input of some data analysis of quantitative research. The purpose is to acomplish all the main goals initially set: Understand which strategies the educators and the teachers use to promote children's autonomy in pre-school and Basic Primary Education; Identify the adult's commitment as far as autonomy is concerned; Characterize the role of daily routines as enhancer of the promotion of autonomy in children; Understand the importance of the school-family relationship on what concerns the promotion of the child´s autonomy. The qualitative case study seeks to understand what autonomy consists of and which are the participant's perspectives in the investigation, taking into account their experiences, lifes and interpretations. In order to collect the data, there were used semi-structured interviews, obervation charts concerning the adult's commitment and also a questionnaire survey meant for the families to determine the importance of school-family relationship in promoting the children´s autonomy. The data results show that not only kindergarten teachers but also first primary education teachers adopt differenciated instruction as a learning strategy as far as the promotion of children's autonomy is concerned. As contribution to the gradual developmentt of autonomy, daily routines and classroom rules were considered key factors. From the data collected, we can conclude that this study´s results meet the reference literature that highlights the importance of routines for children´s personal development and learning. Thus, it's very important to involve children in the school and family environment and provide choice and participation opportunities to make sure there's an adequate development of their autonomy.
This report focuses on the role of educators and teachers in the promotion of children's autonomy in the school environment. The report aims to clarify about the formative process and the investigation that took place on the scope of the Masters in Pre-school Education and Basic Primary Education It is divided in four chapters: the first is about the internships, the second chapter is about theory, the third is about methodological aspects and the fourth is about the analysis of the results. It was used mainly a qualitative approach with the input of some data analysis of quantitative research. The purpose is to acomplish all the main goals initially set: Understand which strategies the educators and the teachers use to promote children's autonomy in pre-school and Basic Primary Education; Identify the adult's commitment as far as autonomy is concerned; Characterize the role of daily routines as enhancer of the promotion of autonomy in children; Understand the importance of the school-family relationship on what concerns the promotion of the child´s autonomy. The qualitative case study seeks to understand what autonomy consists of and which are the participant's perspectives in the investigation, taking into account their experiences, lifes and interpretations. In order to collect the data, there were used semi-structured interviews, obervation charts concerning the adult's commitment and also a questionnaire survey meant for the families to determine the importance of school-family relationship in promoting the children´s autonomy. The data results show that not only kindergarten teachers but also first primary education teachers adopt differenciated instruction as a learning strategy as far as the promotion of children's autonomy is concerned. As contribution to the gradual developmentt of autonomy, daily routines and classroom rules were considered key factors. From the data collected, we can conclude that this study´s results meet the reference literature that highlights the importance of routines for children´s personal development and learning. Thus, it's very important to involve children in the school and family environment and provide choice and participation opportunities to make sure there's an adequate development of their autonomy.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
autonomia organização do tempo autonomy time management