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A LITERATURA PARA A INFÂNCIA E A PROMOÇÃO DE VALORES DE SOCIABILIDADENA EDUCAÇÃO PRÉ-ESCOLAR
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Abstract(s)
O presente relatório tem como objetivo apresentar de forma reflexiva e fundamentada, o trabalho realizado no âmbito da Pática de Ensino Supervisionada no contexto de Jardim-de-infância.
Durante a Prática de Ensino Supervisionada, foi detetada a problemática, considerada a mais significativa, que deu origem à escolha do tema deste estudo: a promoção de valores de sociabilidade através da literatura para a infância. A partir deste, foram formuladas as seguintes questões de pesquisa:”. Poderá a literatura para a infância, (histórias e contos tradicionais), constituir-se num valioso recurso para a promoção de valores de sociabilidade, nas crianças em idade pré-escolar?” - e ainda- “Tendo em conta os níveis altos de implicação do grupo de crianças, no momento de exploração de histórias e contos tradicionais, serão estes um recurso válido para a abordagem e desenvolvimento destes valores?”.
A presente investigação seguiu um roteiro ético e deontológico, de forma a realizar a prática com o máximo rigor e responsabilidade. Para desenvolver o tema, foi aplicada uma metodologia de investigação-ação, com a implementação do recurso da literatura para a infância, (histórias e contos tradicionais), através do projeto: “Quem conta um conto liberta um sorriso e pronto” e consequente avaliação da sua execução.
No que diz respeito aos resultados obtidos, foi possível aferir e avaliar o impacto positivo do projeto através de um conjunto de sínteses avaliativas dos comportamentos e atitudes observados; durante três fases: diagnóstica, intercalar e final. Assim, verificou-se que as crianças que apresentavam défices de competências sociais minimizaram essas dificuldades e melhoraram as suas competências nesse campo, através da exploração reflexiva do recurso acima mencionado. Foi observado um acentuado crescimento das relações interpessoais e níveis cada vez maiores de envolvimento/implicação e bem-estar do grupo de crianças.
A investigadora (em parceria com a educadora cooperante) teve um papel determinante na prossecução dos objetivos propostos, pela promoção de experiências-chave ligadas à exploração de literatura para a infância, constituindo-se como modelo de referência destes valores. Foi implementado um ambiente educativo socio construtivista, assente numa pedagogia ativa positivista. Neste processo estiveram envolvidos todos os intervenientes, crianças, famílias e escola na promoção e significação de valores de sociabilidade.
This report aims to present, in a reflective and reasoned manner, the work carried out under the Supervised Teaching Practice in the kindergarten context. During the supervised teaching practice, the most significant problem detected led to the choice of the theme of this research. The following research questions were defined: "Can a literature for childhood, (stories and traditional tales), constitute a valuable resource for the promotion of Social values, in children at Pre-school ages? " and “Taking into account the interest of the group of children through stories and traditional tales, these will be a valuable resource for the approach and development of these values? " This research followed the ethical and deontological script in order to carry out the practice with the utmost rigor and responsibility. To develop the theme a methodology of action-research was applied, with the implementation of the literature resource for children, stories and traditional tales, through the project: "Who tells a tale, releases a smile” and subsequent evaluation of this research. Regarding the results, it was possible to assess and evaluate the impact of the project through a set of evaluative summaries of observed behaviors and attitudes; during three phases: diagnostic, intermediate and final. Thus, it was found that children who had social skills deficits, played down these difficulties and increased their skills in this field, through the reflective exploration of the aforementioned feature. A sharp growth of interpersonal relations and increasing levels of engagement / involvement and well- being of the group of children was observed. The researcher (in partnership with the cooperating teacher) had a decisive role in the pursuit of the promotion of key-experiences and activities related to literature exploration for children, acting as a reference model. A social constructivist educational environment was implemented, so as to promote sociability values and to make them significant. Along with the researcher and teaching staff, all stakeholders, children, families and school were involved in this process.
This report aims to present, in a reflective and reasoned manner, the work carried out under the Supervised Teaching Practice in the kindergarten context. During the supervised teaching practice, the most significant problem detected led to the choice of the theme of this research. The following research questions were defined: "Can a literature for childhood, (stories and traditional tales), constitute a valuable resource for the promotion of Social values, in children at Pre-school ages? " and “Taking into account the interest of the group of children through stories and traditional tales, these will be a valuable resource for the approach and development of these values? " This research followed the ethical and deontological script in order to carry out the practice with the utmost rigor and responsibility. To develop the theme a methodology of action-research was applied, with the implementation of the literature resource for children, stories and traditional tales, through the project: "Who tells a tale, releases a smile” and subsequent evaluation of this research. Regarding the results, it was possible to assess and evaluate the impact of the project through a set of evaluative summaries of observed behaviors and attitudes; during three phases: diagnostic, intermediate and final. Thus, it was found that children who had social skills deficits, played down these difficulties and increased their skills in this field, through the reflective exploration of the aforementioned feature. A sharp growth of interpersonal relations and increasing levels of engagement / involvement and well- being of the group of children was observed. The researcher (in partnership with the cooperating teacher) had a decisive role in the pursuit of the promotion of key-experiences and activities related to literature exploration for children, acting as a reference model. A social constructivist educational environment was implemented, so as to promote sociability values and to make them significant. Along with the researcher and teaching staff, all stakeholders, children, families and school were involved in this process.
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Keywords
children children’s literature Preschool education values crianças educação pré-escolar literatura para a infância valores