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O papel do/a educador/a na promoção da literacia emergente à luz do modelo pedagógico do Movimento de Escola Moderna
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Abstract(s)
A Educação de infância tem vindo a afirmar-se cada vez mais como uma etapa decisiva na vida e desenvolvimento da criança, assumindo a aprendizagem e desenvolvimento da leitura e da escrita em idade pré-escolar um papel fundamental para a sua formação futura. De facto, ainda que aquisição de literacia deva ser vista como um desenvolvimento contínuo que se inicia bem cedo na vida da criança, praticamente desde o nascimento como defendem alguns autores, esse processo de desenvolvimento pode e deve ser potenciado no jardim-de-infância, pelo que o papel do educador e as estratégias utilizadas são fundamentais para a promoção e desenvolvimento da literacia emergente da criança.
No âmbito da prática de ensino supervisionada em Jardim-de-Infância direcionei o meu trabalho de intervenção e investigação no sentido de analisar o papel do educador e identificar as estratégias do modelo pedagógico do Movimento de Escola Moderna Portuguesa (MEM) facilitadoras da promoção e desenvolvimento da literacia emergente.
Na intervenção desenvolvida ao longo do estágio, desenvolvi um conjunto de atividades intencionalmente orientadas para a promoção e desenvolvimento da literacia emergente. Para além disso, no âmbito da rotina diária de acompanhamento do grupo, a utilização dos instrumentos de pilotagem, claramente definidos no modelo do MEM, potenciam a aquisição da leitura e da escrita por parte das crianças.
Assim, em face da intervenção e investigação realizadas, apresenta-se neste relatório todo o trabalho desenvolvido com as crianças a longo do estágio e faz-se uma análise reflexiva desse mesmo trabalho, podendo concluir-se que as estratégias do modelo do MEM e o papel do educador na facilitação e promoção da literacia emergente junto das crianças são indissociáveis, na medida em que as estratégias guiam o educador, mas o sucesso prático dessas estratégias exigem do educador um perfeito entendimento do propósito das mesmas.
Palavras-chave: Literacia emergente, Educação pré-escolar, papel do educador, Movimento da Escola Moderna.
The education of childhood has been increasingly affirmed as a decisive step in the life and development of the child, highlighting the important role that the learning and development of reading and writing has in the future formation of children at preschool age. In fact, although acquisition of literacy should be seen as a continuous development that begins very early in the life of the child, practically from birth as some authors argue, this process of development can and should be promoted in kindergarten. So, the roles of the educator as well as the strategies used are fundamental for the promotion and development of emergent literacy in the child. In the context of supervised teaching practice, I directed my intervention and research work in order to analyze the role of the educator and to identify the strategies of the pedagogical model of the Portuguese Movimento da Escola Moderna (MEM) as facilitators in the promotion and development of emergent literacy. During the intervention I developed a set of activities purposefully oriented to the promotion and development of emergent literacy. In addition, within the group's daily routine, the use of the pilot instruments, clearly defined in the MEM model, enhances children's acquisition of reading and writing skills. Thus, based on the intervention and research carried out, this report presents all the work done with the children together with a reflective analysis of the work done. I may conclude that the strategies of the MEM model and the role of the educator in the facilitation, and promotion of emergent literacy among children are inseparable, as strategies guide the educator, but the practical success of these strategies requires the educator to have a thorough understanding of their purpose.
The education of childhood has been increasingly affirmed as a decisive step in the life and development of the child, highlighting the important role that the learning and development of reading and writing has in the future formation of children at preschool age. In fact, although acquisition of literacy should be seen as a continuous development that begins very early in the life of the child, practically from birth as some authors argue, this process of development can and should be promoted in kindergarten. So, the roles of the educator as well as the strategies used are fundamental for the promotion and development of emergent literacy in the child. In the context of supervised teaching practice, I directed my intervention and research work in order to analyze the role of the educator and to identify the strategies of the pedagogical model of the Portuguese Movimento da Escola Moderna (MEM) as facilitators in the promotion and development of emergent literacy. During the intervention I developed a set of activities purposefully oriented to the promotion and development of emergent literacy. In addition, within the group's daily routine, the use of the pilot instruments, clearly defined in the MEM model, enhances children's acquisition of reading and writing skills. Thus, based on the intervention and research carried out, this report presents all the work done with the children together with a reflective analysis of the work done. I may conclude that the strategies of the MEM model and the role of the educator in the facilitation, and promotion of emergent literacy among children are inseparable, as strategies guide the educator, but the practical success of these strategies requires the educator to have a thorough understanding of their purpose.
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
Literacia emergente Educação pré-escolar Papel do educador Movimento da Escola Moderna Emergent literacy Pre-school education Educator's role