Loading...
Publication
Olhares sobre a educação de infância a partir da observação de práticas pedagógicas em matemática
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 166.54 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este artigo foi construído com o objetivo de
compreender os olhares de estudantes do Mestrado
em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico sobre as práticas de matemática em
contexto Pré-Escolar, a partir de uma experiência da
Unidade Curricular de Didática da Matemática em
articulação com prática de ensino supervisionada.
Deste modo, centramos o nosso estudo numa
abordagem qualitativa, enquadrando-o no paradigma
fenomenológico-interpretativo, com recurso à
análise documental dos trabalhos realizados pelas
estudantes a partir da observação direta de práticas
pedagógicas em contexto de educação Pré-Escolar.
Os dados foram submetidos à técnica de análise de
conteúdo. Os resultados apontam que a atividade
proposta promoveu processos reflexivos por meio
da observação em contexto profissional; levando as
estudantes ao reconhecimento da importância da
criatividade na construção de recursos didáticos e
da realização de tarefas em contexto de exploração,
bem como da adaptação das estratégias pedagógicas
às necessidades e ritmos das crianças. Ademais,
identificam a interação entre as crianças como
aspeto fundamental para o desenvolvimento de
aprendizagens significativas, em que o/a educador/a
é um promotor de desafios intelectuais.
This article was constructed to understand the views of students of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education on mathematics practices in a Pre-School context, based on an experience of the Curricular Unit of Didactics of Mathematics in conjunction with supervised teaching practice. Thus, we focus our study on a qualitative approach, framing it in the phenomenological-interpretative paradigm, using documental analysis of the work carried out by the students from the direct observation of pedagogical practices in the context of preschool education. The data were submitted to the technique of content analysis. The results indicate that the proposed activity promoted reflective processes through observation in a professional context; leading students to recognize the importance of creativity in the construction of teaching resources and carrying out tasks in an exploration context, as well as adapting pedagogical strategies to the needs and rhythms of children. Furthermore, they identify the interaction between children as a fundamental aspect of the development of meaningful learning, in which the educator is a promoter of intellectual challenges.
This article was constructed to understand the views of students of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education on mathematics practices in a Pre-School context, based on an experience of the Curricular Unit of Didactics of Mathematics in conjunction with supervised teaching practice. Thus, we focus our study on a qualitative approach, framing it in the phenomenological-interpretative paradigm, using documental analysis of the work carried out by the students from the direct observation of pedagogical practices in the context of preschool education. The data were submitted to the technique of content analysis. The results indicate that the proposed activity promoted reflective processes through observation in a professional context; leading students to recognize the importance of creativity in the construction of teaching resources and carrying out tasks in an exploration context, as well as adapting pedagogical strategies to the needs and rhythms of children. Furthermore, they identify the interaction between children as a fundamental aspect of the development of meaningful learning, in which the educator is a promoter of intellectual challenges.
Description
Keywords
Prática de ensino supervisionada; Educação de infância Ensino da Matemática Práticas pedagógicas Desenvolvimento profissional Mathematics Teaching Supervised teaching practice Professional development Pedagogical practices Early childhood education
Citation
Publisher
Escola Superior de Educação de Paula Frassinetti (ESEPF)