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Intencionalidade pedagógica dos educadores na promoção da literatura para a infância
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Advisor(s)
Abstract(s)
O presente relatório surge no enquadramento da minha prática supervisionada em
contexto de creche e jardim de infância, no âmbito do mestrado em educação pré-
-escolar, sendo o tema escolhido para a investigação intitulado “Intencionalidade
pedagógica dos educadores na promoção da literatura para a infância”. Assim, o
principal objetivo deste estudo consistiu em verificar porque os educadores recorrem à
Literatura para a Infância.
Este tema surgiu no contexto de iniciação à prática profissional, quando percebi que as
histórias eram um recurso bastante utilizado pelas educadoras, com o intuito de abordar
temáticas ou, também, para entreter o grupo. Nestes momentos, apercebi-me, também,
de que havia uma grande participação por parte das crianças, pois mostraram-se
bastante atentas e curiosas enquanto ouviam as histórias. E, devido a esta curiosidade,
alguns conceitos e/ou conteúdos eram discutidos mais facilmente. Desta forma,
pareceu-me pertinente estudar o impacto que os livros podem ter quando são escolhidos
com critérios para um determinado fim (intencionalidade pedagógica).
Para tal, a investigação assume um cariz de natureza qualitativa, com recurso a
entrevistas semiestruturadas, observação direta e notas de campo. Teve como
participantes do estudo sete educadoras de infância e um grupo de dezoito crianças.
Através da análise de conteúdo das entrevistas realizadas e das observações no
decorrer dos estágios, foi possível concluir que as educadoras incluem a literatura para
a infância na rotina do grupo como forma de integrar as várias áreas de conteúdo de
forma articulada e lúdica, sendo que deram maior enfâse ao domínio da Linguagem Oral
e Abordagem à Escrita. Ainda foi possível concluir que as educadoras diversificam os
materiais usados na promoção da Literatura para a Infância, o que contribui para
estimular a curiosidade e interesse das crianças. Da mesma forma, aferiu-se que os
benefícios indicados pelas entrevistadas, nos momentos de promoção da leitura literária
para a infância são o enriquecimento da personalidade das crianças, o favorecimento
de um ambiente envolvente, estabelecimento de relações entre experiências pessoais
e as das personagens e o desenvolvimento da consciência linguística. Além de ser um
momento bastante apreciado pelas crianças, promove a imaginação, a criatividade, a
capacidade de atenção e a concentração. Revela-se também como uma estratégia de
grupo, utilizada por algumas das entrevistadas. Além disso, ao longo dos estágios, foi
possível observar que ao longo da contação, as crianças referiam algo relacionado com
elas ou com alguém próximo, identificando-se com alguma personagem ou momento da
história
This report is related with my supervised practice in daycare and kindergarten context, while attending the master’s degree in early education, the chosen theme being “pedagogical intentionality of educators in promoting literature for children”. So the main goal of this study is to verify why educators choose to resort to children’s literature. This theme came up in the context of my internship, it was then when I realized that stories where a resource used quite often by the educators, with the intention of presenting various themes or, also, to entertain the group. In these moments, I realized that there as a sizeable participation from the children themselves, seeming to be very curious and focused on the story. And due to this curiosity from the children, some topics were discussed with a lot more ease. Thus, it seemed relevant to study the impact that books and stories can have when chosen with the right criteria for a specific goal (pedagogical intentionality). To do so, the investigation has a qualitative nature, using semi-structured interviews, direct observation and field notes. In this study participated seven educators and a group of eighteen children. Through the analysis of the interview content and the observations during the internships, it was possible to conclude that educators include children’s literature in the group’s day-to-day learning routine, as a tool to integrate multiple content areas in an articulated and fun way. Giving more emphasis to the mastery of oral language and writing. It was also possible to see that educators try to diversify the materials used to promote the stories, that contributed to stimulate the curiosity and interest of the children. It was also possible to assess that the benefits raised by the interviewed educators, in the moments where they promoted literature with the children, are the enrichment of personality, the favoring of a welcoming and nourishing environment, establishing relationships between personal and character experiences and the development of linguistic conscience. Beyond that, story time is very appreciated by the children, promoting imagination, creativity and concentration skills. It also proved to be a good group strategy, used by some of the interviewed educators. More than that, during the internships it was also possible to notice that during the story telling time, children usually seemed to be capable of relating events that happened during the tale and their own personal lives, often comparing themselves or someone close with a character from the story.
This report is related with my supervised practice in daycare and kindergarten context, while attending the master’s degree in early education, the chosen theme being “pedagogical intentionality of educators in promoting literature for children”. So the main goal of this study is to verify why educators choose to resort to children’s literature. This theme came up in the context of my internship, it was then when I realized that stories where a resource used quite often by the educators, with the intention of presenting various themes or, also, to entertain the group. In these moments, I realized that there as a sizeable participation from the children themselves, seeming to be very curious and focused on the story. And due to this curiosity from the children, some topics were discussed with a lot more ease. Thus, it seemed relevant to study the impact that books and stories can have when chosen with the right criteria for a specific goal (pedagogical intentionality). To do so, the investigation has a qualitative nature, using semi-structured interviews, direct observation and field notes. In this study participated seven educators and a group of eighteen children. Through the analysis of the interview content and the observations during the internships, it was possible to conclude that educators include children’s literature in the group’s day-to-day learning routine, as a tool to integrate multiple content areas in an articulated and fun way. Giving more emphasis to the mastery of oral language and writing. It was also possible to see that educators try to diversify the materials used to promote the stories, that contributed to stimulate the curiosity and interest of the children. It was also possible to assess that the benefits raised by the interviewed educators, in the moments where they promoted literature with the children, are the enrichment of personality, the favoring of a welcoming and nourishing environment, establishing relationships between personal and character experiences and the development of linguistic conscience. Beyond that, story time is very appreciated by the children, promoting imagination, creativity and concentration skills. It also proved to be a good group strategy, used by some of the interviewed educators. More than that, during the internships it was also possible to notice that during the story telling time, children usually seemed to be capable of relating events that happened during the tale and their own personal lives, often comparing themselves or someone close with a character from the story.
Description
Mestrado em Educação Pré-Escolar
Keywords
rceche jardim de Infância literatura para a Infância Intencionalidade pedagógica educadores daycare kindergarten children’s literature pedagogical intentionality educators