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Advisor(s)
Abstract(s)
O presente estudo centra-se num processo de construção de pedagogia em
contexto de creche.
Inicialmente, através do referencial teórico PQA, pertencente à perspectiva
High/Scope implementamos os indicadores de qualidade numa sala de creche.
Em busca de um processo de qualidade avaliamos o ambiente educativo a partir
do Manual Sics, referente à perspectiva Educação Experiencial e reformulamo-lo
com objectivo principal de atingir práticas de qualidade.
Optamos por uma metodologia qualitativa de investigação-acção, que nos
conduziu à definição das características do ambiente educativo e de gramáticas
para a acção em creche.
Ao longo deste estudo melhoramos a nossa prática pedagógica, considerando-nos
no final deste processo educadores de qualidade em contexto de creche.
The present study focus on a pedagogy building process in a context of day care. At the start, through the theorical referential PQA, belonging to the High/Scope perspective, we implemented the indicators of quality in a day care´s room. In search of a quality process, we assessed the educational process through Sics Manual belonging to the Experiential Education perspective and we reformed it with the main purpose to achieve quality practices. We opted for a qualitative methodology of action-investigation, which led us to the definition of the educational environment characteristics as well as of grammars for the action in nursery school. As this study went by, we improved our pedagogical practice, finding ourselves in the end of this process educators with quality in a context of day care.
The present study focus on a pedagogy building process in a context of day care. At the start, through the theorical referential PQA, belonging to the High/Scope perspective, we implemented the indicators of quality in a day care´s room. In search of a quality process, we assessed the educational process through Sics Manual belonging to the Experiential Education perspective and we reformed it with the main purpose to achieve quality practices. We opted for a qualitative methodology of action-investigation, which led us to the definition of the educational environment characteristics as well as of grammars for the action in nursery school. As this study went by, we improved our pedagogical practice, finding ourselves in the end of this process educators with quality in a context of day care.
Description
Keywords
Creche Qualidade Reflexão Pedagogia Ambiente educativo Gramáticas para a acção
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu