Faculdade de Ciências Humanas e Sociais
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Browsing Faculdade de Ciências Humanas e Sociais by Subject "373.2"
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- Conversas pedagógicasPublication . Moura, Ana Maria da Silva; Pinheiro, Augusto Luís de Brito HenriquesThe intention of this study was to create spaces of reflection that would promote the integration and the development of teamwork. This local and specific study was developed in an educational institution with day nursery and pre-school, it was developed pointing out issues related with the dynamic and internal organization searching to promote a community of practices involving all the staff in educational and organizational issues. The purpose was not the research of causal explanations, but essentially the comprehension of the system that we investigated. The research fits in new paradigms of educational investigation that are present in the studies of investigation-action-formation. The “person” of the educator is valorised as a constructor of pedagogical knowledge. The ethnographic perspective that inspired the investigation focused on the observation, registry and interpretation of the team dynamics. Being a study with explorative characteristics, it wins sense in a fusion of horizons, of questions and answers, which enunciate themselves between conclusions and prolongations that contribute to launch new basis of understandings and knowledge among the educators that practice their profession in the day nursery and pre-school. It also opens perspectives for a work of deeper studies, of interventions with similar characteristics of the pedagogical conversations in the in-service training of the educators. The methodological procedure that we called of pedagogical conversations, integrated in the quotidian, responded to the goals of this study: to give a special attention to the comprehension of the problems from the perspective of the participants in the investigation. This procedure allowed us to approach some practices in a deeper way, through the apprehension of the senses and of the subjective state of the participants.
- Da educação pré-escolar para o 1º Ciclo - que continuidade educativa?Publication . Lourenço, Sónia Alexandra Motrena; Silva, Isabel Lopes daWithin the problematic of continuity from preschool to primary school, this study is embedded in Brofenbrenner’s ecological theory of human development. It considers the historical and cultural evolution of both preschool and primary school in Portugal, and analyses the convergences in curricula between the two levels of teaching, underlining the importance of the role of the family and the community in the school environment. This theoretical framework poses the main research problem: How do primary teachers, nursery teachers, parents and children involve themselves in the process of transition from preschool to school? Using a qualitative methodology and the interview as the main research tool, the study is divided in two different phases: the first one within the scenario of a charity-owned nursery, and the second developed in the state schools where the children in the study were enrolled. The data collected from interviews to nursery and school teachers, as well as to the children and their mothers, both after finishing preschool and when starting school show the absence of communication between teachers. Though recognizing the importance of working towards continuity, the study concludes that there is no initiative to solve this problem. This situation causes parents’ difficulties to support their children who are not also prepared to face this ecological transition.
- Metodologia de trabalho projecto e práticas lúdicasPublication . Santana, Paula Cristina Silva Martins; Nunes, CristinaThe present study pretends to be a comparative analysis of articulated educative practice, developed with children in the last year in Pre-school education and primary school. The interest for this matter grows with the professional practice and academic knowledge built all over the long years of professional life. These knowledge make her believed that project work methodology and the development of games and artistic activities are important strategies to promote educative articulation between pre-school education and elementary school. The adopted methodology was the quantitative one. For recollected dates was built a specific questionnaire to permit to know more about educative practices of the two different navels of education, analyses and understand their motivations. To sum up, this study shows us that the educator’s practices have more visibility in the promotion of articulation and continuity educative connecting preschool and elementary school, because they attempt the approach. Professors still have prefunds roots in passive methodologies practices, also the development of games and artistic activities aren’t significant for them as recourse to the development of curriculum’s school. Teachers don’t give, also, importance to continue the development of Work Methodology.
- Parceria família-creche: contributo para a "afinação" das relações família-crechePublication . Fontes, Maria Paula de Carvalho Araújo; Pinheiro, Augusto Luís de Brito HenriquesThe object of this study is to contribute to the comprehension of the relationship between the families/nursery, based on the interpretation of diverse points of view merged in the unique experience of taking care of and educating a child. Our intention may be enunciated through the following generic question: how do the families and teachers face and experience/live with this partnership? The methodology used lead us to the comprehension and interpretation of the strategies and the behaviour of those involved, based on their descriptions, interpretations and elaborated significance of the experienced/lived situations. We paid special attention to the concepts and ways in which the families and teachers faced the period of separation/adaptation of the child to the nursery. The interviews provided a large amount of information that was submitted to an analysis of phenomenographical inspiration and an interpretation of hermeneutic character. The result of our reflection which emerges from the confrontation of the collected empirical information with the content of the polemics studied by several authors, lead us to the elaboration of the following global considerations: the relation between the families/nursery (of the studied nursery) is characterized by a significant flexibility and by a noticeable open-mindedness that became evident in the analysis of the content of the participant’s statements. The analysis of the content leads us to consider that there are favourable conditions for the development of new lines of thought, of new values and new ways of conceiving reality and also of new practices paying special attention to the diverse types of relationships with different families in order to “improve” the existing relationships.
- A qualidade do currículo na crechePublication . Marques, Maria João Saraiva; Nabuco, Maria Emília MonteiroCurriculum in the Infant/Toddler Care Centres may be understood as a essential part of the individual learning process and may be considered as stemming from community’s attitude towards earl childhood and, specifically, towards the age period starting from 24 to 36 months of the age during which children are in infant/toddler care centres. Growing concerns about the quality of the curriculum in the infant/toddler care centres are expressed through the growing number of these centres open to the public and through a progressive standardization of the profissional training of child care providers. The main aim of this study was to analyse the curriculum in Infant/Toddler Care Centres and the quality of that curriculum. Specific aims were: to discriminate sorts of curricula used nowadays and to clearly identify road and training needs of professional child care providers so that curriculum in infant/toddler child care may have the maximum quality possible. The study was conducted inside Lisbon’s urban area and involved nine Infant/Toddler Care Centre institutions with diverse pedagogic practices. Nine infant/toddler care providers in activity were required to participate in the study, given they were presently working with children from 24 to 36 months of age. Data were collected through a semi-structured interview and through observation regarding ITERS-R items defined by Harms, Cryer and Clifford (2003) and were processed according to content analysis and statistical procedures. Data showed that professional infant/toddler care providers should be socially recognized as they work in Infant/Toddler Care Centres and that curriculum quality should be always closely associated with global infant/toddler care services.