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Importância do tempo de recreio: papel do educador(a)/professor(a) no tempo de brincar ao ar livre
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Advisor(s)
Abstract(s)
O presente relatório final de Prática de Ensino Supervisionada, foi elaborado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico, desenvolvido na Escola Superior de Educação, do Instituto Politécnico de Santarém.
Do mesmo, fazem parte todo o meu percurso ao longo da Prática de Ensino Supervisionada em contexto de Creche, Jardim de infância e 1º Ciclo do Ensino Básico, bem como uma componente investigativa que teve por base, por um lado, as observações realizadas durante estas práticas e, por outro, o meu interesse pela temática. Esta investigação partiu, essencialmente, na minha segunda Prática, em contexto de jardim de infância.
Relativamente à primeira parte deste relatório, inserem-se as caracterizações de cada contexto educativo onde realizei a minha Prática: contexto de Creche, Jardim de infância e 1º ciclo, onde relato as experiências e vivências que considero mais significativas, tanto a nível pessoal, como a nível profissional, que me enriqueceram enquanto pessoa e enquanto futura educadora/professora.
Na segunda parte deste documento, tem lugar a componente investigativa, onde aborda o tema do brincar na Educação Infantil, mais concretamente, a importância do brincar na criança e, consequentemente, o papel do adulto enquanto esta brinca livremente, durante o tempo de recreio.
Para o estudo da temática acima referida, realizei observação naturalista nos três contextos, nomeadamente, Creche, Jardim de Infância e 1º Ciclo, em que não fui participante. Deste modo, fiz registos de observação em duas salas diferentes de cada um dos três contextos, durante dois dias em cada delas, com o objetivo de conhecer o papel do educador(a)/professor(a), durante este momento do dia, na parte da manhã e na parte da tarde. A discussão de resultados centrou-se em analisar as diferentes dimensões relativas ao papel do adulto enquanto a criança brinca e, de que forma, estas influenciam ou não a ligação entre o brincar e a aprendizagem. Portanto, foi notório que na maioria dos casos observados o(a) educador(a)/professor(a), demonstrou um papel não participante ou observador/participante ativo, sendo que somente num caso, o papel do adulto obedeceu às três categorias de observador, participante ativo e catalisador.
This final report on Supervised Teaching Practise was elaborated within the scope of the Master’s Degree in Teaching Pre-school and Primary School, developed at the Superior School of Education, of the Polytechnic Institute of Santarém. On the whole, they are part of my journey of the Supervised Practise of Teaching within the context of Kindergarten, Pre-school and Primary School, as well as an investigative component, based on observations realised during these practises, and on another note, my interest on this subject. This investigation essentially took off during my second Practise, in context with Kindergartens. Regarding the first part of this report, the characterisations of each educational context of my Practise have been included: Kindergarten, Pre-school and Primary School, where I describe experiences and situations which I consider the most significate, not only on a personal level, but also on a professional level, having enriched me as a person and future teacher for both pre-school and Primary School. In the second part of this document, the investigative component takes place, where the subject of playing in Infantile Education, concretely, the importance of a child playing, and consequently, the adult’s role while this child plays freely during breaks. For the study of the above-mentioned subject, I realised a naturalistic observation of the three contexts, namely, Kindergarten, Pre-school and Primary School, where I was not the participant. This way, I was able to register the observations of two different classes of the three contexts, during two days in each one, with the objective of knowing the role of the Kindergarten Educator / Teacher, both during the morning and afternoon periods. The discussion of the results was centered in analysing the different dimensions relating to the adult’s role while the chid plays and, in what form, these influence or not the connection between playing and learning. Therefore, it was notorious that in the majority of the cases observed, that Kindergarten Educators or Teachers, demonstrated a non-participant role or observer / active participant, and only one case obeyed the three roles of the three categories; observer, active participant and catalyst.
This final report on Supervised Teaching Practise was elaborated within the scope of the Master’s Degree in Teaching Pre-school and Primary School, developed at the Superior School of Education, of the Polytechnic Institute of Santarém. On the whole, they are part of my journey of the Supervised Practise of Teaching within the context of Kindergarten, Pre-school and Primary School, as well as an investigative component, based on observations realised during these practises, and on another note, my interest on this subject. This investigation essentially took off during my second Practise, in context with Kindergartens. Regarding the first part of this report, the characterisations of each educational context of my Practise have been included: Kindergarten, Pre-school and Primary School, where I describe experiences and situations which I consider the most significate, not only on a personal level, but also on a professional level, having enriched me as a person and future teacher for both pre-school and Primary School. In the second part of this document, the investigative component takes place, where the subject of playing in Infantile Education, concretely, the importance of a child playing, and consequently, the adult’s role while this child plays freely during breaks. For the study of the above-mentioned subject, I realised a naturalistic observation of the three contexts, namely, Kindergarten, Pre-school and Primary School, where I was not the participant. This way, I was able to register the observations of two different classes of the three contexts, during two days in each one, with the objective of knowing the role of the Kindergarten Educator / Teacher, both during the morning and afternoon periods. The discussion of the results was centered in analysing the different dimensions relating to the adult’s role while the chid plays and, in what form, these influence or not the connection between playing and learning. Therefore, it was notorious that in the majority of the cases observed, that Kindergarten Educators or Teachers, demonstrated a non-participant role or observer / active participant, and only one case obeyed the three roles of the three categories; observer, active participant and catalyst.
Description
Relatório final de Prática de Ensino Supervisionada para a obtenção do grau de Mestre em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico
Keywords
brincar educação de infância recreio play kindergarten education Play Times (Breaks)