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Publication
Relação escola-família: de mãos dadas no quotidiano das crianças
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 47.23 MB | Adobe PDF |
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Abstract(s)
A questão da relação Família/Jardim de Infância já faz parte dos discursos políticosociais
sempre que se fala em Educação e a verdade é que tem suscitado um elevado
interesse por parte das Ciências Sociais e Ciências da Educação, o que tem feito com que
esta problemática seja alvo de diversos estudos.
O presente relatório patenteia a descrição e análise do percurso educativo e reflete as
experiências vivenciadas numa sala de Creche e numa sala de Jardim de Infância,
concretizadas, respetivamente, ao longo dos anos letivos 2018/2019 e 2019/2020, durante
a Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar.
Através da ação educativo-pedagógica desenvolvida pretendeu-se compreender a relação
entre famílias e o Jardim de Infância, tendo em conta que se for trabalhada diariamente e
com estratégias que podem ajudar a proporcionar momentos de qualidade, esta acaba por
ser uma dinâmica com benefícios no desenvolvimento de laços afetivos e contribuindo
para o desenvolvimento e aprendizagem das crianças.
A metodologia investigação-ação foi essencial para refletir as atividades, valorizando a
relação e intervenção da família com o Jardim de Infância e o seu desenvolvimento,
seguindo autores de referência e as Orientações Curriculares para a Educação Pré-
Escolar.
The issue of the Family/Kindergarten relationship is already part of the social-political discourse whenever we talk about Education and the truth is that it has raised a great deal of interest in the Social Sciences and Education Sciences, which has made this issue the subject of several studies. This report describes and analyses the educational path and reflects the experiences lived in a Nursery and Kindergarten room, respectively, throughout the school years 2018/2019 and 2019/2020, during the Supervised Teaching Practice of the Master's Degree in Pre- School Education. Through the educational-pedagogical action it is intended to understand the relationship between families and Kindergarten, considering that, if worked on daily and with strategies that can help provide quality moments, this ends up being a dynamic with benefits in the development of affective ties and contributing to the development and learning of children. The research-action methodology was essential to reflect the activities, valuing the relationship and intervention of the family with the kindergarten and its development, following reference authors and the Curricular Guidelines for Pre-School Education.
The issue of the Family/Kindergarten relationship is already part of the social-political discourse whenever we talk about Education and the truth is that it has raised a great deal of interest in the Social Sciences and Education Sciences, which has made this issue the subject of several studies. This report describes and analyses the educational path and reflects the experiences lived in a Nursery and Kindergarten room, respectively, throughout the school years 2018/2019 and 2019/2020, during the Supervised Teaching Practice of the Master's Degree in Pre- School Education. Through the educational-pedagogical action it is intended to understand the relationship between families and Kindergarten, considering that, if worked on daily and with strategies that can help provide quality moments, this ends up being a dynamic with benefits in the development of affective ties and contributing to the development and learning of children. The research-action methodology was essential to reflect the activities, valuing the relationship and intervention of the family with the kindergarten and its development, following reference authors and the Curricular Guidelines for Pre-School Education.
Description
Keywords
Educação Família Jardim de Infância Envolvimento Participação Education Family Kindergarten Involvement Participation