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Publication
A gestão do tempo, no tempo das crianças
Authors
Advisor(s)
Abstract(s)
Este relatório foi elaborado de acordo com as orientações da Prática Supervisionada em
Jardim de Infância, em contacto direto com um contexto educativo.
O contacto direto foi baseado numa pedagogia e num modelo particular, designado currículo
HighScope, pedagogia essa, baseada no diálogo e na reflexão.
Para abordar a temática escolhida neste Relatório da Prática de Ensino Supervisionada em
contexto de Jardim de Infância, pareceu-me lógico orientar-me pelas estratégias, de forma a
analisar a problemática, tentando entender e aprofundar o papel dos intervenientes (instituiçãoadulto-
crianças) na implementação de rotinas diárias em Jardim de infância.
Este estudo procura dar respostas a questões como:
Qual o potencial das rotinas em Jardim de infância?
De que forma as rotinas podem ser geridas?
Qual o papel dos intervenientes?
A metodologia utilizada foi a metodologia qualitativa, tendo recolhido dados através de
registo de observações, do diário de bordo, de notas de campo, de questionários e outras
estratégias no âmbito da referida metodologia.
Neste relatório, apresento o que se revelou ser mais significativo durante a Prática
Supervisionada, demonstrando o que foi mais notável na minha ação. O relatório apresenta a minha
perspetiva sobre o potencial e a importância da implementação de rotinas em Jardim de Infância
com crianças dos 3 aos 5 anos, o papel da instituição enquanto veículo estimulador de
oportunidades educativas, o papel dos adultos/educadores enquanto gestores e organizadores de
tempos pedagógicos reveladores de conhecimento, e o papel da criança enquanto ser único e com
opinião sobre as suas ações.
No final do relatório é ainda apresentada uma reflexão sobre a prática e o impacto que teve
a minha intervenção na construção da minha identidade profissional.
This report was performed in accordance with the guidelines of the Supervised Practice in Kindergarten, in direct contact in the frame of an educational context. The direct contact was based on a pedagogy and on a particular model called HighScope curriculum, wish was based on dialogue and reflection. To address the theme chosen in this Report of the Supervised Teaching Practice (RPES) in the context of Kindergarten, it seemed to me logical to rely upon strategies/dynamics in order to analyze the problem, trying to understand and deepen the role of actors (institution-adult-children) in the implementation of daily routines in kindergarten. This study seeks to give answers to issues such as: What is the potential of kindergarten routines? How can routines be managed? What is the role of actors? The methodology used was the qualitative methodology, having collected data through the recording of observations, field notes, questionnaires and other strategies within the scope of that methodology. In this report I present the material which proved to be more meaningful along supervised practice, demonstrating what was most notable in my action. The report presents my opinion on the potential and importance of the implementation of routines in kindergarten, the role of the institution as a stimulating vehicle for educational opportunities, the role of adults/educators as managers and organizers of pedagogical times which reveal knowledge, and the role of the child as a unique being and having an opinion on his actions. At the end of the report it is also presented are flection of my pedagogical practice and the impact that my intervention had on the construction of my professional identity.
This report was performed in accordance with the guidelines of the Supervised Practice in Kindergarten, in direct contact in the frame of an educational context. The direct contact was based on a pedagogy and on a particular model called HighScope curriculum, wish was based on dialogue and reflection. To address the theme chosen in this Report of the Supervised Teaching Practice (RPES) in the context of Kindergarten, it seemed to me logical to rely upon strategies/dynamics in order to analyze the problem, trying to understand and deepen the role of actors (institution-adult-children) in the implementation of daily routines in kindergarten. This study seeks to give answers to issues such as: What is the potential of kindergarten routines? How can routines be managed? What is the role of actors? The methodology used was the qualitative methodology, having collected data through the recording of observations, field notes, questionnaires and other strategies within the scope of that methodology. In this report I present the material which proved to be more meaningful along supervised practice, demonstrating what was most notable in my action. The report presents my opinion on the potential and importance of the implementation of routines in kindergarten, the role of the institution as a stimulating vehicle for educational opportunities, the role of adults/educators as managers and organizers of pedagogical times which reveal knowledge, and the role of the child as a unique being and having an opinion on his actions. At the end of the report it is also presented are flection of my pedagogical practice and the impact that my intervention had on the construction of my professional identity.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA –
Instituto Universitário/ESEI Maria Ulrich, para obtenção de grau de
Mestre em Educação Pré-Escolar
Keywords
Rotinas Pré-escolar Tempo Criança Gestão Routines, preschool, time, child. Preschool Time Child