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A importância da Literatura para a Infância na Educação Pré-Escolar: a perspetiva das famílias
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O presente relatório final de estágio, intitulado “A importância da literatura para a infância na Educação Pré-Escolar: a perspetiva das famílias”, foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada II do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Estrutura-se em duas partes complementares: uma reflexão crítica sobre as práticas desenvolvidas em contexto de estágio e a apresentação de um estudo de investigação realizado com as famílias. Na primeira parte, procede-se à análise crítica das competências desenvolvidas ao longo das Práticas de Ensino Supervisionadas, realizadas em duas turmas do 1.º Ciclo do Ensino Básico (1.º e 4.º anos) e em contexto de Educação Pré-Escolar. Esta reflexão apoia-se nos Padrões de Desempenho Docente (Despacho n.º 16034/2010), evidenciando a evolução nas dimensões profissional, social e ética, no domínio do ensino e da aprendizagem, na participação na escola e na relação com a comunidade educativa, bem como no compromisso com a formação contínua ao longo da vida. Na segunda parte, apresenta-se o estudo de investigação, cujo objetivo consistiu em compreender a importância atribuída pelas famílias à literatura para a infância no contexto da Educação Pré-Escolar. De natureza qualitativa, a investigação recorreu ao questionário como instrumento de recolha de dados, possibilitando a análise dos hábitos e práticas de leitura, assim como das perceções relativas ao valor da literatura na vida das crianças e dos adultos. Por fim, são apresentadas as principais conclusões do estudo e uma reflexão global sobre todo o percurso formativo e investigativo desenvolvido.
This final internship report, entitled “The Importance of Children’s Literature in Preschool Education: The Families’ Perspective”, was developed within the scope of the Supervised Teaching Practice II course of the Master’s Degree in Preschool Education and Primary Education (1st Cycle of Basic Education). It is structured in two complementary parts: a critical reflection on the practices developed during the internship and the presentation of a research study conducted with families. The first part presents a critical analysis of the competencies developed throughout the Supervised Teaching Practices, carried out in two Primary Education classes (1st and 4th grades) and in a Preschool Education context. This reflection is grounded in the Teaching Performance Standards (Order no. 16034/2010), highlighting development in the professional, social, and ethical dimensions; in teaching and learning; in participation in school life and engagement with the educational community; and in the commitment to lifelong professional development. The second part presents the research study, whose objective was to understand the importance attributed by families to children’s literature within the context of Preschool Education. Qualitative in nature, the study used a questionnaire as the data collection instrument, enabling the analysis of reading habits and practices, as well as perceptions regarding the value of literature in the lives of both children and adults. Finally, the main conclusions of the study are presented, along with an overall reflection on the entire training and research process developed.
This final internship report, entitled “The Importance of Children’s Literature in Preschool Education: The Families’ Perspective”, was developed within the scope of the Supervised Teaching Practice II course of the Master’s Degree in Preschool Education and Primary Education (1st Cycle of Basic Education). It is structured in two complementary parts: a critical reflection on the practices developed during the internship and the presentation of a research study conducted with families. The first part presents a critical analysis of the competencies developed throughout the Supervised Teaching Practices, carried out in two Primary Education classes (1st and 4th grades) and in a Preschool Education context. This reflection is grounded in the Teaching Performance Standards (Order no. 16034/2010), highlighting development in the professional, social, and ethical dimensions; in teaching and learning; in participation in school life and engagement with the educational community; and in the commitment to lifelong professional development. The second part presents the research study, whose objective was to understand the importance attributed by families to children’s literature within the context of Preschool Education. Qualitative in nature, the study used a questionnaire as the data collection instrument, enabling the analysis of reading habits and practices, as well as perceptions regarding the value of literature in the lives of both children and adults. Finally, the main conclusions of the study are presented, along with an overall reflection on the entire training and research process developed.
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Literatura para a infância Educação Pré-Escolar Famílias Livros Hábitos de leitura Leitura Children’s literature Preschool Education Families Books Reading habits Reading