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Publication
Diferenciação pedagógica
Authors
Advisor(s)
Abstract(s)
O presente relatório apresenta uma investigação realizada sobre a Diferenciação
Pedagógica, procurando melhor compreender o que a caracteriza, e as estratégias
mobilizadas em contexto de educação de infância para a concretizar.
A investigação foi desenvolvida numa sala de Jardim de Infância com um grupo de vinte
e seis crianças com quatro anos de idade.
Com esta investigação. procurou-se conhecer as conceções e práticas de diferenciação
pedagógica da educadora cooperante, perceber como o ambiente educativo estava
preparado para receber todas e cada uma das crianças e construir alicerces para a futura
prática educativa. Assim, foram definidas duas questões de partida: (1) Que estratégias
são usadas pela educadora no que diz respeito à diferenciação pedagógica? (2) Como é
que a minha ação pode apoiar o desenvolvimento, o bem-estar e as aprendizagens, tendo
em conta a Diferenciação Pedagógica?
O estudo é de cariz qualitativo, recorrendo-se a técnicas e instrumentos, como a
observação, dando origem a notas de campo, consulta documental e à entrevista à
educadora cooperante, analisando e refletindo sobre os dados recolhidos.
Como resultado desta investigação, conhecemos melhor o conceito de Diferenciação
Pedagógica, as conceções que a educadora cooperante tem sobre a mesma e as estratégias
que mobiliza no dia-a-dia e/ou perante situações mais complexas. No âmbito desta
investigação mobilizaram-se também os conhecimentos adquiridos na realização das
propostas de trabalho com as crianças, com a finalidade de, no futuro, apoiar uma prática
educativa que permita, mais e melhor, responder a todas as crianças.
ABSTRACT: This report presents an investigation on Pedagogical Differentiation, seeking to better understand what characterizes it, and the strategies used in the context of early childhood education to achieve it. The research was developed in a kindergarten room with a group of twenty-six children aged four years old. This research aimed to understand the cooperating teacher's conceptions and practices of pedagogical differentiation, to understand how the educational environment was prepared to receive each and every child, and to build foundations for future educational practice. Thus, two starting questions were defined: (1) What strategies are used by the teacher regarding pedagogical differentiation; (2) How can my action support development, wellbeing, and learning, taking into account Pedagogical Differentiation? The study is qualitative in nature, using techniques and instruments, such as observation, giving rise to field notes, document consultation, and interviews with the cooperating teacher, analyzing and reflecting on the data collected. As a result of this research, we got to know better the concept of Pedagogical Differentiation, the conceptions that the cooperating teacher has about it and the strategies that she mobilizes on a daily basis and/or in more complex situations. This research also mobilized the knowledge acquired in the development of work proposals with the children, with the purpose of, in the future, supporting an educational practice that allows, more and better, to respond to all children.
ABSTRACT: This report presents an investigation on Pedagogical Differentiation, seeking to better understand what characterizes it, and the strategies used in the context of early childhood education to achieve it. The research was developed in a kindergarten room with a group of twenty-six children aged four years old. This research aimed to understand the cooperating teacher's conceptions and practices of pedagogical differentiation, to understand how the educational environment was prepared to receive each and every child, and to build foundations for future educational practice. Thus, two starting questions were defined: (1) What strategies are used by the teacher regarding pedagogical differentiation; (2) How can my action support development, wellbeing, and learning, taking into account Pedagogical Differentiation? The study is qualitative in nature, using techniques and instruments, such as observation, giving rise to field notes, document consultation, and interviews with the cooperating teacher, analyzing and reflecting on the data collected. As a result of this research, we got to know better the concept of Pedagogical Differentiation, the conceptions that the cooperating teacher has about it and the strategies that she mobilizes on a daily basis and/or in more complex situations. This research also mobilized the knowledge acquired in the development of work proposals with the children, with the purpose of, in the future, supporting an educational practice that allows, more and better, to respond to all children.
Description
Relatório da Prática de Ensino
apresentado no ISPA – Instituto Universitário para
obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Diferenciação Pedagógica Crianças Estratégias Aprendizagem Pedagogical differentiation Children Strategies Learning