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Publication
Relatório final da prática de ensino supervisionada
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.94 MB | Adobe PDF |
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Abstract(s)
O presente relatório tem como objetivo conhecer algumas estratégias utilizadas pelos educadores para fomentar a aproximação entre estes dois contextos.
Para a elaboração deste trabalho foram traçadas algumas questões de pesquisa que pretendiam responder à questão-problema “Como podem as práticas pedagógicas dos educadores contribuir para hábitos de leitura/conto de histórias em família?”, que se levantou no decorrer na Prática de Ensino Supervisionada (PES). Para melhor compreender esta temática, estabelecemos assim os seguintes objetivos: Compreender qual a perceção das famílias sobre contar histórias no Jardim de Infância. Perceber se, nas perceções das famílias, a relação escola-família teve influência sobre as suas práticas de contar histórias. Perceber se os encarregados de educação têm o hábito de contar histórias aos seus educandos. Evidenciar os benefícios das histórias no desenvolvimento global das crianças. Para introduzir a investigação, começámos por abordar alguns conceitos teóricos relacionados com a importância das histórias no desenvolvimento da criança, bem como a relação escola-família. Este estudo consiste assim numa investigação de cariz qualitativo, sendo o tipo de investigação o estudo de caso.
De modo a conseguir obter dados que nos permitissem responder à questão que colocámos anteriormente, foram realizados questionários aos encarregados de educação e uma entrevista semiestruturada à educadora da sala onde realizámos estágio durante 8 meses. Após a análise dos questionários, da entrevista e também da pesquisa documental, podemos afirmar que as práticas pedagógicas podem ser intencionalmente conduzidas de forma a capacitar as famílias sobre a importância de contar histórias às crianças e simultaneamente serem uma ferramenta para aproximar estes dois eixos tão importantes da vida das crianças, a escola e a família.
This report aims to explore some strategies used by the teacher to encourage close relations between these two environments. For the elaboration of this work some research questions were outlined to answer the problem "How can the teaching practices of the educators contribute to develop reading habits / within the family?" which arose during Supervised Teaching Practice (PES). For a better understanding of this issue, we established the following objectives: To understanding the perception of the families about storytelling; to understand whether the perceptions of the families about the school-family relationship had an influence on their practices of storytelling; to show the benefits of story-felling in the overall development of children. To begin the research, we approached some theoretical concepts related to the importance of stories in child development and for school-family relationship. This research is of a qualitative nature and the type of research conducted was the case study. In order to achieve the data to allow us to answer the question raised, we conducted questionnaires to parents and guardians and a semi-structured interview to the kindergarten teacher with whom we did our training for 8 months. After the analysis of questionnaires, interview and also the research, we can say that pedagogical practice may be intentionally conducted in order to senwitize families about the importance of telling stories to children and simultaneously be a tool to approach these two axes which are so important in children's lives, school and family.
This report aims to explore some strategies used by the teacher to encourage close relations between these two environments. For the elaboration of this work some research questions were outlined to answer the problem "How can the teaching practices of the educators contribute to develop reading habits / within the family?" which arose during Supervised Teaching Practice (PES). For a better understanding of this issue, we established the following objectives: To understanding the perception of the families about storytelling; to understand whether the perceptions of the families about the school-family relationship had an influence on their practices of storytelling; to show the benefits of story-felling in the overall development of children. To begin the research, we approached some theoretical concepts related to the importance of stories in child development and for school-family relationship. This research is of a qualitative nature and the type of research conducted was the case study. In order to achieve the data to allow us to answer the question raised, we conducted questionnaires to parents and guardians and a semi-structured interview to the kindergarten teacher with whom we did our training for 8 months. After the analysis of questionnaires, interview and also the research, we can say that pedagogical practice may be intentionally conducted in order to senwitize families about the importance of telling stories to children and simultaneously be a tool to approach these two axes which are so important in children's lives, school and family.
Description
Keywords
Histórias Pré-escolar Relação Escola-Família Stories Preschool School-family relationship