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Orientador(es)
Resumo(s)
Resumo
O presente estudo pretendeu descrever e analisar um processo de mudança
de práticas ao nível das dimensões da avaliação e da p articipação das famílias através
da documentação das aprendizagens das crianças, recorrendo à construção de
portfólios digitais.
Ao longo do estudo, as TIC apresentaram-se como um recurso fundamental,
através do qual crianças, pais e educadora construíram oportunidades que lhe s
permitiram desenvolver a sua capacidade de comunicar, interagir e colaborar .
Procurou-se desenvolver uma prática pedagógica mais reflexiva, na qual se
privilegiaram diálogos construtivos com os pais, valorizando os seus contributos,
reconhecendo necessidades mútuas e pontos fortes comuns.
Apoiados nas TIC, pais e educadora construíram uma pedagogia articulada, na
qual os pais foram apoiados e lhes foram dadas oportunidades de serem
coeducadores.
Abstract This study aimed to describe and analyze the process of a change of educational practices in terms of evaluation and participation of families by documenting the learning of children, using the construction of digital portfolios. Throughout the study, ICT was a key resource through which children, parents and educators built opportunities that allow them to develop their ability to communicate, interact and collaborate . We sought to develop a more reflective teaching practice, which favoured constructive dialogues with parents, valuing their contributions, acknowledging mutual needs and common strengt hs. ICT enabled parents and teacher to build an articulated pedagogy in which parents were supported and were given o pportunities to be co-educators.
Abstract This study aimed to describe and analyze the process of a change of educational practices in terms of evaluation and participation of families by documenting the learning of children, using the construction of digital portfolios. Throughout the study, ICT was a key resource through which children, parents and educators built opportunities that allow them to develop their ability to communicate, interact and collaborate . We sought to develop a more reflective teaching practice, which favoured constructive dialogues with parents, valuing their contributions, acknowledging mutual needs and common strengt hs. ICT enabled parents and teacher to build an articulated pedagogy in which parents were supported and were given o pportunities to be co-educators.
Descrição
Palavras-chave
Educação Pré-Escolar Educação Pré-Escolar Avaliação Participação dos Pais Portfólios Digitais
Contexto Educativo
Citação
Editora
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu