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A transição de creche para jardim-de-infância: Práticas de educadores
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Abstract(s)
O presente relatório insere-se na Unidade Curricular de Prática de Ensino Supervisionada (PES) e resulta da realização de um estágio numa sala de jardim-de-infância (sala dos 3 anos), numa instituição particular de solidariedade social, na localidade de Portela de Sintra. Assente numa metodologia qualitativa, este estudo é o resultado de uma investigação desenvolvida com a participação dos encarregados de educação das salas de 2 e 3 anos e de todas as educadoras de infância da instituição. Os dados recolhidos decorrem dos questionários entregues aos encarregados de educação e às educadoras de infância, bem como da minha experiencia ao longo do estágio curricular e do registo de diversos diários de bordo. Desta forma, este estudo visou compreender e identificar as práticas dos educadores de infância relativamente ao momento da transição da última sala de creche para a primeira de jardim-de-infância, abarcando assim a construção de três questões norteadoras: - Como vêem os Educadores de Infância a sua prática pedagógica no processo de transição e como este é vivenciado?; - Como a transição é vivenciada entre Escola-Criança-Família?; - Que práticas têm os Educadores de Infância, na sala de Creche, para a concretização do processo de transição?. Este relatório revelou a necessidade de uma prática refletida acerca das transições da creche para o jardim-de-infância, enaltecendo, primeiramente a comunicação entre pais e educadores, e a necessidade destes últimos assumirem estratégias e iniciativas transformadoras, até um desenvolvimento curricular marcado pela reflexão sistemática, e quotidiana, da transição.
This report is part of the curricular unit Supervised Teaching Practice (PES) and results from an internship in a kindergarten room (3 years-old children’s room) on a particular social solidarity institution in Portela de Sintra. Based on a qualitative methodology this study is the result of an investigation developed with the participation of the guardians from the 3 and 2 year old children’s room and all the kindergarten teachers from the institution. The collected data was originated from queries delivered to the guardians and kindergarten teachers and also from my experience during the curricular internship and the annotations from various notebooks. That way, this study aims to understand and identify the practices of kindergarten teachers regarding the moment of transition from Day Care last class to kindergarten first class and encompassing the construction of three guiding questions: - How kindergarten teachers perceive their practice in the transition process and how it is experienced?; - How the transition is experienced between School-Child-Family?; - Which are the practices of kindergarten teachers, in the Day Care room, to conclude the transition process?. This report revealed the necessity of a reflective practice about the transitions from the day Care to the kindergarten, magnifying, firstly the communication between the parents and teachers, and the necessity of the last take care of strategies and changed actions, until the curricular development set for the systematic reflection, and daily, of the transition.
This report is part of the curricular unit Supervised Teaching Practice (PES) and results from an internship in a kindergarten room (3 years-old children’s room) on a particular social solidarity institution in Portela de Sintra. Based on a qualitative methodology this study is the result of an investigation developed with the participation of the guardians from the 3 and 2 year old children’s room and all the kindergarten teachers from the institution. The collected data was originated from queries delivered to the guardians and kindergarten teachers and also from my experience during the curricular internship and the annotations from various notebooks. That way, this study aims to understand and identify the practices of kindergarten teachers regarding the moment of transition from Day Care last class to kindergarten first class and encompassing the construction of three guiding questions: - How kindergarten teachers perceive their practice in the transition process and how it is experienced?; - How the transition is experienced between School-Child-Family?; - Which are the practices of kindergarten teachers, in the Day Care room, to conclude the transition process?. This report revealed the necessity of a reflective practice about the transitions from the day Care to the kindergarten, magnifying, firstly the communication between the parents and teachers, and the necessity of the last take care of strategies and changed actions, until the curricular development set for the systematic reflection, and daily, of the transition.
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
Transição Educador de infância Criança Famílias Transition Kindergarten teacher Child Family