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O Faz-de-Conta na Educação Pré-escolar
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O presente Relatório Final de Estágio surge no âmbito da Prática de Estágio Supervisionada, no contexto da última prática na Educação Pré-escolar. O relatório apresenta evidências críticas e reflexivas sobre as aprendizagens desenvolvidas ao longo destes dois anos de ciclo de estudo, durante a prática do 1.º Ciclo do Ensino básico e durante a prática da Educação Pré-escolar. Esta primeira parte diz respeito a ambas as práticas, apresentando a contextualização dos estágios e o seguimento para a apreciação crítica das competências desenvolvidas. Juntamente, a segunda parte centra-se em compreender como se revela o faz-de-conta na educação pré-escolar, organizada em quatro capítulos. No primeiro capítulo é feito o enquadramento teórico com foco central para a investigação, focalizado em tópicos essenciais para a temática do estudo, onde se inicia com uma abordagem ao contexto da educação pré-escolar e como se associa o faz-de-conta e o brincar nesse contexto. Os tópicos de enquadramento teórico articulam-se, em simultâneo, direcionando-se para entender a temática. A partir de brincadeiras observadas, pretende-se dar resposta à problemática de estudo “O que é que caracteriza a brincadeira de faz-de-conta em contexto da educação préescolar”. Assim, a investigação realizada faz referência a autores que sustentam as questões abordadas, onde também estão presentes registo fotográficos que refletem as brincadeiras. O segundo capítulo, refere-se às estratégias metodológicas do estudo que tem a natureza qualitativa. Os instrumentos utilizados apresentam-se através da observação participante, apoiada com o diário de bordo que contém episódios e registos de brincadeiras, com a pesquisa documental e, por fim, com a técnica de incidentes críticos. O terceiro e quarto capítulo inclui a apresentação e discussão dos resultados, com a análise comparativa dos episódios descritos do diário de bordo, a fim dos objetivos delineados e a problemática serem respondidos e atingidos. Neste seguimento concluo, na parte final, que as brincadeiras evidenciadas proporcionaram perceber como se caracterizam, como surgem, pela forma como as crianças se organizam e estabelecem papéis, pela forma como procuram o espaço e a sua influência no brincar ao faz-de-conta, tomando consciência que uma brincadeira de faz-de-conta se caracteriza sob estes aspetos descritivos.
This Final Internship Report comes as part of the Supervised Internship Practice, in the context of the last practice in Pre-school Education. The report presents critical and reflective evidence on the learning developed over these two years of the study cycle, during the practice of the 1st Cycle of Basic Education and during the practice of Preschool Education. This first part concerns both practices, presenting the contextualization of the internships and the follow-up to the critical appraisal of the skills developed. The second part focuses on understanding how make-believe is revealed in pre-school education, organized into four chapters. The first chapter presents the theoretical framework with a central focus on the research, focusing on topics that are essential to the study's theme, beginning with an approach to the context of pre-school education and how make-believe and play are associated in this context. The topics of the theoretical framework are articulated simultaneously, aimed at understanding the theme. Based on the games observed, the aim is to answer the study question “What characterizes make-believe play in a pre-school context”. The research refers to authors who support the questions raised, and also includes photographic records that reflect the play. The second chapter refers to the study's methodological strategies, which are qualitative in nature. The instruments used are participant observation, supported by a logbook containing episodes and records of play, documentary research and, finally, the critical incident technique. The third and fourth chapters include the presentation and discussion of the results, with a comparative analysis of the episodes described in the logbook, so that the objectives outlined and the problem can be answered and achieved. In the final section, I conclude that the games shown provided an insight into how they are characterized, how they appear, the way the children organize themselves and establish roles, the way they search for space and their influence on make-believe play, becoming aware that make-believe play is characterized by these descriptive aspects.
This Final Internship Report comes as part of the Supervised Internship Practice, in the context of the last practice in Pre-school Education. The report presents critical and reflective evidence on the learning developed over these two years of the study cycle, during the practice of the 1st Cycle of Basic Education and during the practice of Preschool Education. This first part concerns both practices, presenting the contextualization of the internships and the follow-up to the critical appraisal of the skills developed. The second part focuses on understanding how make-believe is revealed in pre-school education, organized into four chapters. The first chapter presents the theoretical framework with a central focus on the research, focusing on topics that are essential to the study's theme, beginning with an approach to the context of pre-school education and how make-believe and play are associated in this context. The topics of the theoretical framework are articulated simultaneously, aimed at understanding the theme. Based on the games observed, the aim is to answer the study question “What characterizes make-believe play in a pre-school context”. The research refers to authors who support the questions raised, and also includes photographic records that reflect the play. The second chapter refers to the study's methodological strategies, which are qualitative in nature. The instruments used are participant observation, supported by a logbook containing episodes and records of play, documentary research and, finally, the critical incident technique. The third and fourth chapters include the presentation and discussion of the results, with a comparative analysis of the episodes described in the logbook, so that the objectives outlined and the problem can be answered and achieved. In the final section, I conclude that the games shown provided an insight into how they are characterized, how they appear, the way the children organize themselves and establish roles, the way they search for space and their influence on make-believe play, becoming aware that make-believe play is characterized by these descriptive aspects.
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Educação Pré-escolar Faz-de-conta Brincar Área de faz-de-conta Movimento da Escola Moderna Estratégias lúdico-pedagógicas : Pre-school education Make-believe Play Make-believe area Modern School Movement Play-pedagogical strategies
Pedagogical Context
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Without CC licence