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Publication
Bem-estar na escola: Estratégias para o desenvolvimento de competências socioemocionais no 1ºCEB
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Authors
Advisor(s)
Abstract(s)
A presente investigação, realizada no âmbito do Relatório Final de Prática de
Ensino Supervisionada no Mestrado em Educação Pré-escolar, assenta no tema da
inclusão e necessidade de resposta a todas as crianças. A partir do tema escolhido,
surgiram as seguintes questões de investigação: i) Compreender como a equipa de sala e
de instituição perceciona a inclusão e se sente preparada para a realizar - oportunidades e
constrangimentos; (ii) Quais as estratégias que a educadora e equipa – de sala e instituição
- mobilizam para conseguir realizar uma inclusão de qualidade.
Tendo por base uma abordagem qualitativa, foram utilizados vários instrumentos
de recolha, nomeadamente, observação participante e não participante, através do registo
de notas de campo; entrevista semi-diretiva à educadora cooperante e à auxiliar de sala e
um questionário direcionado às cinco educadoras que compõem a equipa da instituição
para entender as suas perspetivas sobre inclusão no jardim de infância, para acolher cada
criança no grupo.
Os resultados obtidos sugerem que é necessária formação inicial e contínua de
forma a responder às necessidades da criança, como também incluir todos no processo de
desenvolvimento da mesma, contando assim com o apoio e cooperação da comunidade,
família e, sobretudo, com a participação da própria criança e do grupo de pares, como
sujeitos ativos do seu desenvolvimento. No que diz respeito as estratégias identificadas,
estas passam por trabalhar em grande e pequeno grupo, no âmbito da rotina da criança,
utilizando diferentes materiais e equipamentos, adaptando a planificação quando
necessário e escutar a voz ativa da criança.
ABSTRACT: This research, carried out as part of the Final Supervised Teaching Practice Report for the Master's Degree in Pre-school Education, is based on the theme of inclusion and the need to be responsive to all children. Based on the chosen theme, the following research questions emerged: (i) to understand how the group and institutional team perceive inclusion and feel prepared to carry it out - opportunities and constraints; (ii) what strategies the educator and team - group and institutional - mobilize to achieve quality inclusion. Based on a qualitative approach, several collection tools were used, namely participant and non-participant observation, through the recording of field notes; semidirective interviews with the early childhood educator and the group assistant and a questionnaire addressed to the five teachers who make up the institution's team, to understand their perspectives on inclusion in kindergarten, to welcome each child into the group. The results obtained suggest that initial and ongoing training is needed in order to respond to the child's needs, as well as including everyone in the child's development process, thus relying on the support and co-operation of the community, family and, above all, the participation of the child themselves and their peer group, as active subjects in their development. The strategies identified include working in large and small groups, within the child's routine, using different materials and equipment, adapting planning when necessary and listening to the child's active voice.
ABSTRACT: This research, carried out as part of the Final Supervised Teaching Practice Report for the Master's Degree in Pre-school Education, is based on the theme of inclusion and the need to be responsive to all children. Based on the chosen theme, the following research questions emerged: (i) to understand how the group and institutional team perceive inclusion and feel prepared to carry it out - opportunities and constraints; (ii) what strategies the educator and team - group and institutional - mobilize to achieve quality inclusion. Based on a qualitative approach, several collection tools were used, namely participant and non-participant observation, through the recording of field notes; semidirective interviews with the early childhood educator and the group assistant and a questionnaire addressed to the five teachers who make up the institution's team, to understand their perspectives on inclusion in kindergarten, to welcome each child into the group. The results obtained suggest that initial and ongoing training is needed in order to respond to the child's needs, as well as including everyone in the child's development process, thus relying on the support and co-operation of the community, family and, above all, the participation of the child themselves and their peer group, as active subjects in their development. The strategies identified include working in large and small groups, within the child's routine, using different materials and equipment, adapting planning when necessary and listening to the child's active voice.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto Universitário para
obtenção do grau de Mestre em Educação Pré-Escolar,
Keywords
Competências sociemocionais Estratégias Aprendizagem Professor SEL Inclusion Child Strategies Early childhood educator role