Loading...
Publication
Da literacia emergente à emergência da escrita no jardim de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.94 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório enquadra-se no âmbito do mestrado em Educação Pré-Escolar e mais concretamente na unidade curricular da Prática e Intervenção Supervisionada, que se realizou numa instituição pública de educação pré-escolar, e que tem como tema Da Literacia emergente à emergência da escrita no jardim de infância.
Ao longo da nossa prática pedagógica, tivemos sempre em conta as diferentes áreas de conteúdo e os vários domínios contemplados nas Orientações Curriculares para a Educação Pré-Escolar e a sua articulação. Contudo, a ação retratada no presente relatório incide mais especificamente sobre o domínio da Linguagem Oral e Abordagem à Escrita.
Tendo como base a pedagogia participativa da infância, tentámos desenvolver experiências de aprendizagem estimulantes e significativas em que a criança foi vista como um ser ativo e participativo nas suas aprendizagens dando grande relevância às conceções precoces de cada criança relativamente à linguagem escrita, envolvendo-as em ambientes promotores de literacia emergente.
Recorremos, para esta investigação, à metodologia de investigação-ação, desenvolvendo uma atitude de pesquisa, experimentação/ação, análise e reflexão, imprescindível para o aperfeiçoamento da nossa prática educativa e pedagógica.
This report fits within the master's degree in Preschool Education and more specifically on the curricular unit of Practice and Supervised Intervention that took place in a public institution of pre-school education. The theme of this report is From the emergent literacy to the emergence of writing in kindergarten. Throughout our pedagogical practice, we always take into account the different content areas and domains covered in the Curricular Guidelines for pre-school education, and their articulation. However, the action depicted in this report focuses more specifically on the field of the oral language and approaching to writing. Based on the participatory pedagogy of childhood, we tried to develop stimulating and meaningful learning experiences in which the child was seen as being active and participatory in their learning by giving great importance to early concessions of each child in relation to written language, involving them in emergent literacy promoters environments. To this research, we followed the research-action methodology, developing an attitude of search, analysis and reflection, indispensable for the improvement of our educational and pedagogical practice.
This report fits within the master's degree in Preschool Education and more specifically on the curricular unit of Practice and Supervised Intervention that took place in a public institution of pre-school education. The theme of this report is From the emergent literacy to the emergence of writing in kindergarten. Throughout our pedagogical practice, we always take into account the different content areas and domains covered in the Curricular Guidelines for pre-school education, and their articulation. However, the action depicted in this report focuses more specifically on the field of the oral language and approaching to writing. Based on the participatory pedagogy of childhood, we tried to develop stimulating and meaningful learning experiences in which the child was seen as being active and participatory in their learning by giving great importance to early concessions of each child in relation to written language, involving them in emergent literacy promoters environments. To this research, we followed the research-action methodology, developing an attitude of search, analysis and reflection, indispensable for the improvement of our educational and pedagogical practice.
Description
Keywords
Educação pré-escolar Preschool Education linguagem escrita written language conceções precoces early conceptions literacia emergente emerging literacy
Citation
Publisher
Instituto Politécnico de Portalegre - Escola Superior de Educação