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Aprender na educação de infância: a importância das interações e da cooperação entre crianças em grupos heterógeneos
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Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-
Escolar, intitulando-se “Aprender na educação de infância: a importância das interações
e da cooperação entre crianças em grupos heterogéneos.” Teve como principal
intencionalidade compreender de que forma os grupos heterogéneos têm importância nas
aprendizagens das crianças e também o papel do educador de infância na promoção de
ambientes desafiantes para que essas aprendizagens aconteçam. Foi através dos
momentos de estágio em creche e jardim-de-infância, que me foi possível observar e
refletir sobre a temática.
No que diz respeito à abordagem metodológica, o estudo segue uma metodologia
de investigação qualitativa mediada pelos princípios da investigação-ação. Recorreu-se à
observação, aos registos fotográficos, notas de campo, análise documental e inquérito por
questionário às educadoras cooperantes, de forma a recolher toda a informação
necessária. Posteriormente foi realizada uma análise e interpretação dos inquéritos que
facilitou a compreensão das conceções das educadoras cooperantes, a importância que
estas atribuíam aos grupos heterogéneos, de que forma pensam a sua prática integrando
crianças de idades diferentes e como influencia as suas aprendizagens, bem como alguns
possíveis constrangimentos. As intervenções realizadas em ambos os contextos de estágio
permitiram uma melhor compreensão do estudo em questão, aproveitando vários
momentos da rotina das crianças. As crianças e a equipa tiveram um papel ativo durante
as intervenções do presente relatório.
O presente estudo permitiu compreender a importância da organização dos grupos
heterogéneos, por idades, uma vez que é através das interações entre pares que resultam
diferentes aprendizagens. As crianças apoiam-se, existindo uma troca de saberes, valores,
o que permite o desenvolvimento holístico. Compreende-se também a importância do
papel do educador como gestor do currículo, organizando o espaço, as rotinas, tendo
sempre como intencionalidade a promoção das interações entre as crianças como
oportunidades desafiadoras de aprendizagem e desenvolvimento.
This report was prepared within the scope of the Master in Pre-School Education, entitled “Learning in childhood education: the importance of interactions and cooperation between children in heterogeneous groups.” Its main intention was to understand how heterogeneous groups are important in children's learning and the role of the kindergarten teacher in promoting challenging environments for this learning to take place. It was through the internships at day care centers and kindergartens that it was possible for me to observe and reflect on the theme. Regarding the methodological approach, the study follows a qualitative research methodology mediated by the principles of action-research. Observation, photographic records, field notes, document analysis and questionnaire survey of cooperating educators were used in order to collect all the necessary information. Subsequently, an analysis and interpretation of the surveys was carried out, which facilitated the understanding of the cooperating educators' conceptions, the importance they attributed to heterogeneous groups, how they think about their practice integrating children of different ages and how it influences their learning, as well as some possible constraints. Interventions carried out in both internship contexts allowed a better understanding of the study in question, taking advantage of various moments in the children's routine. The children and the team played an active role during the interventions in this report. The present study made it possible to understand the importance of organizing heterogeneous groups, by age, since it is through interactions between peers that different learning results. Children support each other, with an exchange of knowledge and values, which allows for holistic development. It is also understood the importance of the educator's role as curriculum manager, organizing the space, the routines, always with the intention of promoting interactions between children as challenging opportunities for learning and development.
This report was prepared within the scope of the Master in Pre-School Education, entitled “Learning in childhood education: the importance of interactions and cooperation between children in heterogeneous groups.” Its main intention was to understand how heterogeneous groups are important in children's learning and the role of the kindergarten teacher in promoting challenging environments for this learning to take place. It was through the internships at day care centers and kindergartens that it was possible for me to observe and reflect on the theme. Regarding the methodological approach, the study follows a qualitative research methodology mediated by the principles of action-research. Observation, photographic records, field notes, document analysis and questionnaire survey of cooperating educators were used in order to collect all the necessary information. Subsequently, an analysis and interpretation of the surveys was carried out, which facilitated the understanding of the cooperating educators' conceptions, the importance they attributed to heterogeneous groups, how they think about their practice integrating children of different ages and how it influences their learning, as well as some possible constraints. Interventions carried out in both internship contexts allowed a better understanding of the study in question, taking advantage of various moments in the children's routine. The children and the team played an active role during the interventions in this report. The present study made it possible to understand the importance of organizing heterogeneous groups, by age, since it is through interactions between peers that different learning results. Children support each other, with an exchange of knowledge and values, which allows for holistic development. It is also understood the importance of the educator's role as curriculum manager, organizing the space, the routines, always with the intention of promoting interactions between children as challenging opportunities for learning and development.
Description
Keywords
Educação de Infância Heterogeneidade Interações Espaços Rotinas Gestão do Currículo Early Childhood Education Heterogeneity Interactions Spaces Routines Curriculum Management