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A importância da afetividade na educação para valores
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Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada do Mestrado de Qualificação para a docência em Educação Pré-Escolar. Esta investigação tem como principal objetivo compreender o papel dos afetos na educação para valores, tendo em consideração a experiência pedagógica dos Educadores de Infância.
A educação para valores deve fazer parte do dia a dia de qualquer estabelecimento de ensino, e cabe ao educador motivar e proporcionar momentos geradores dos valores pressupostos, através dessa relação afetiva e pedagógica.A elaboração de atividades de todas as áreas do saber,ou, simplesmente, o planeamento das atividades rotineiras são, momentos dessa vivência afetiva, fonte motivadora para a Educação para Valores.As relações afetivas estabelecidas entre educadores e crianças são uma mais valia para um bom desempenho em qualquer sala de atividades.
Para compreender a percepção dos educadores de infância face a este tema, foi necessário inquirir um conjunto de educadores. Assim o nosso estudo conta com um total de 125 inquiridos que responderam a um questionário de respostas abertas e fechadas previamente construído para o efeito. Após a recolha dos inquéritos por questionário seguiu-se a interpretação dos seus dados.
Procedemos à análise das respostas pela metodologia qualitativa apesar de o instrumento utilizado ser um inquérito e de procedermos ao recurso numérico em forma percentual para tratarmos algumas das questões.
No final podemos concluir que os educadores de infância promovem a educação para valores assim como fomentam as relações afetivas. Podemos ainda afirmar que existe uma relação entre afetividade e educação para valores.
This report was carried out under the Curricular Practice Unit for Supervised Teaching of the Master Degree level for the Qualification for Teaching in Pre-School Education. This inquiry has as main objective to understand the paper of the affection on the education for values, having in consideration the pedagogical experience of the Educators of Infancy. The education for values must be day to day part of any educational establishment, and fits to the educator to motivate and to provide generating moments of the estimated values through this affective and pedagogical relation.The elaboration of activities of all the areas of knowing,or,simply, the planning of the routine activities are, moments of this affective experience, motivating source for the Education for Values. At established affective relations between educators and children are one more value for a good performance in any room of activities. To understand rhe perception of the educators of infancy face to this subject, it was necessary to inquire a set of educators. Thus our study it counts on a total of 125 inquired that they had answered to a questionnaire of open and closed answers previously construced for the effect. Afeter the retraction of the inquiries for questionnaire followed it interpretation of its data. We proceed to the analysis of the answers for the qualitative methodology although the used instrument to be an inquiry and to proceed to the numerical resource in percentile form to deal with some the questions. In the end we can conclude that the infancy educators promote the education for values as well as foment the relations affective. We can still affirm that it exists a relation between affectivity and education for values.
This report was carried out under the Curricular Practice Unit for Supervised Teaching of the Master Degree level for the Qualification for Teaching in Pre-School Education. This inquiry has as main objective to understand the paper of the affection on the education for values, having in consideration the pedagogical experience of the Educators of Infancy. The education for values must be day to day part of any educational establishment, and fits to the educator to motivate and to provide generating moments of the estimated values through this affective and pedagogical relation.The elaboration of activities of all the areas of knowing,or,simply, the planning of the routine activities are, moments of this affective experience, motivating source for the Education for Values. At established affective relations between educators and children are one more value for a good performance in any room of activities. To understand rhe perception of the educators of infancy face to this subject, it was necessary to inquire a set of educators. Thus our study it counts on a total of 125 inquired that they had answered to a questionnaire of open and closed answers previously construced for the effect. Afeter the retraction of the inquiries for questionnaire followed it interpretation of its data. We proceed to the analysis of the answers for the qualitative methodology although the used instrument to be an inquiry and to proceed to the numerical resource in percentile form to deal with some the questions. In the end we can conclude that the infancy educators promote the education for values as well as foment the relations affective. We can still affirm that it exists a relation between affectivity and education for values.
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Keywords
criança, educador, afetividade, valores e relação child, educator, affectivity, values and relation