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A emergência da leitura e da escrita: práticas educativas em jardim de infância
| Name: | Description: | Size: | Format: | |
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| 12.78 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente dissertação pretende contribuir para a compreensão do modo como
os educadores de infância privilegiam práticas educativas que contribuam para a
emergência da leitura e escrita nas crianças em idades pré-escolar.
Procurámos fazer interpretações com carácter reflexivo onde o aprofundamento
dos Modelos Curriculares, seguidos pelos educadores de infância participantes neste
estudo, a apropriação das Orientações Curriculares e a Gestão de Currículo permitiram
um quadro teórico e conceptual mais consistente.
O estudo de caso múltiplo apresentado fundamenta-se nas narrativas construídas
através de entrevistas a quatro educadores de infância, tornando visíveis as práticas
educativas na emergência da leitura e da escrita, correlacionando-as com os Modelos
Pedagógicos com os quais estes profissionais sustentam as suas práticas.
Como opções metodológicas, utilizámos o estudo de caso, para nos dar a
conhecer as formas qualitativamente diferentes, com que estes educadores entendem,
conceptualizam e vivenciam as suas experiências. O instrumento de investigação de que
nos servimos foi a entrevista semi-directiva, porque nos permitiu recolher os seus
testemunhos e fazer interpretações com carácter reflexivo, respeitando os seus quadros
de referência. Tratados os dados e analisados os resultados, concluímos que estes
educadores de infância desenvolvem práticas emergentes de leitura e escrita, nas
crianças em idade pré-escolar.
Concluímos ainda que a assumpção consciente de um modelo curricular
contribui para uma maior consciência das referências teóricas, provocando uma
intencionalidade e um construto científico que sustentam as práticas dos educadores que
os utilizam.
Parece-nos concluir que o modelo preconizado pelo Movimento da Escola
Moderna é O modelo curricular que, pela diversidade de instrumentos de leitura e escrita
utilizados, pela sua dinâmica e pelo sistema de formação, onde a reflexão sobre a acção
está sempre presente, mais contribui para a emergência da leitura e escrita nas crianças
em idade pré-escolar.
This essay intends to contribute to the understanding of the way childhood educators favour educational practices that contribute for the emergence of reading and writing in pre-school age groups. We tried to make interpretations of a reflexive nature, where the deepening of the Curricular Models followed by the participants in this study, the adequacy of the Curricular Orientations and the Curriculum Management allowed a more consistent theorical and conceptual picture. The study of multiple case presented is based in the accounts composed through interviews with four childhood teachers, making clear the educational practices in the emergence of reading and writing, in correlation with the Pedagogical Models with which these professionals support their practices. As methodological options we used the case study, to let us know the qualitatively diferent ways in which these teachers understand, conceptualize and live their experiences. The investigation instruments we used were the semi-directing interview, because it allowed us to gather their testimonies and make interpretations of a reflexive nature, respecting their reference models. After the treatment and study of the data, we concluded that these childhood teachers develop emergent practices of reading and writing in preschool aged children. We also conclude that the conscious assmnption of a curricular model contributes to a better awareness of the theorical references, triggering an intentionality and a scientific construction that support the practices of the teachers who use them. We seem to conclude that the model approved by the Movement of the Modem School is the curricular model that, by the diversity of reading and writing instruments used, by its dynamics and system of formation, where the reflection on the action is always present, most contributes for the emergency of reading and writing in children in preschool age.
This essay intends to contribute to the understanding of the way childhood educators favour educational practices that contribute for the emergence of reading and writing in pre-school age groups. We tried to make interpretations of a reflexive nature, where the deepening of the Curricular Models followed by the participants in this study, the adequacy of the Curricular Orientations and the Curriculum Management allowed a more consistent theorical and conceptual picture. The study of multiple case presented is based in the accounts composed through interviews with four childhood teachers, making clear the educational practices in the emergence of reading and writing, in correlation with the Pedagogical Models with which these professionals support their practices. As methodological options we used the case study, to let us know the qualitatively diferent ways in which these teachers understand, conceptualize and live their experiences. The investigation instruments we used were the semi-directing interview, because it allowed us to gather their testimonies and make interpretations of a reflexive nature, respecting their reference models. After the treatment and study of the data, we concluded that these childhood teachers develop emergent practices of reading and writing in preschool aged children. We also conclude that the conscious assmnption of a curricular model contributes to a better awareness of the theorical references, triggering an intentionality and a scientific construction that support the practices of the teachers who use them. We seem to conclude that the model approved by the Movement of the Modem School is the curricular model that, by the diversity of reading and writing instruments used, by its dynamics and system of formation, where the reflection on the action is always present, most contributes for the emergency of reading and writing in children in preschool age.
Description
Keywords
Educação pré-escolar Orientações curriculares Currículo Literacia Modelo curricular