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Educar em valores no pré-escolar
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Orientador(es)
Resumo(s)
O presente estudo tem como principal objectivo identificar as perspectivas e
caracterizar as práticas das educadoras de infância sobre a educação em valores no pré-escolar
e, mais especificamente, o modo como utiliza as histórias/contos tradicionais
nesse processo educativo.
Optando por uma abordagem qualitativa e uma metodologia de investigação-acção,
o estudo, com carácter exploratório, envolveu três educadoras a exercerem
funções num jardim-de-infância da periferia de Lisboa e desenvolveu-se em três
momentos ou fases. Numa primeira fase, foram feitas entrevistas às educadoras,
centradas na importância, no como e no quando da educação em valores no jardim-de-infância,
tendo igualmente sido observadas na "hora do conto", na actividade de narrar e
"explorar" uma história.
A segunda fase consistiu em quatro sessões de formação/reflexão, com base em
textos de referência de vários autores, nas quais foram discutidos aspectos relacionados
com a educação em valores no Jardim-de-infância, em especial as diversas abordagens
pedagógico-didácticas. O interesse das sessões e o grau de satisfação das participantes
foi avaliado através de questionário.
Na terceira fase procedeu-se a nova observação da actividade de narração e
exploração de uma história, com a finalidade de saber se as educadoras haviam
transferido para as suas práticas algumas das sugestões e mudanças equacionadas na
fase de reflexão/formação.
O estudo permitiu concluir que as educadoras consideram que educação e
valores estão intrinsecamente associados e que, no jardim-de-infância, essa educação se
faz através da organização e condução do próprio processo educativo, com particular
atenção à participação e responsabilização da criança na definição das regras e na
avaliação do seu cumprimento e ao papel de modelo da educadora e dos outros adultos.
Após a reflexão/formação, as educadoras passaram a destacar igualmente a necessidade
de uma abordagem mais explícita à educação em valores, através de diversas
actividades, entre as quais seria justo evidenciar a importância das histórias e contos,
tradicionais ou outros.
Após a reflexão/formação, as educadoras tomaram consciência de que, para além
da organização, das regras e das interacções, é necessário criar actividades de
exploração explícita dos valores, sendo a "hora do conto" um espaço particularmente
eficaz para esse fim.
This study has the main goal to identify and characterize the perspectives and practices of educators from a kindergarten about education for values in the kindergarten, and more specifically in the way they use stories and traditional tales in this educative process. In this investigation it was chosen the qualitative research and the methodology investigation-action with exploratory character. This study involved three educators from the suburbs of Lisbon and it was developed in three moments/phases. In a first phase, the educators were interviewed and those interviews were centred in how and when the education for values observed at the time of the tale in the narration and exploitation of the story were important. The second phase it consisted of four sessions of formation and reflection based on texts from different authors in which aspects related with education in values at kindergarten were discussed, especially in different pedagogic-didactical approaches. The interest and the grade of satisfaction of the participants was evaluated through a questionnaire. In a third phase it was preceded a new observation of the activity of narration and exploitation of a story, which goal was to know if the educators had transferred to their practices some suggestions and changes that were questioned in the reflection/formation phase. The study allowed concluding that educators consider that education and values are intrinsically associated and at kindergarten that education is done through the organisation and coordination of the educative process itself with regular attention to the participation and responsabilization of the child in defining rules and in the evaluation in following those rules and the role of the model educator and other adults. After reflection/formation the educators pointed out the necessity of a more explicit approach to the education in values, through different activities among them it would be fair to put on evidence the importance of stories, traditional tales and others. After reflection/formation the educators became conscious that besides the organization, the rules and interactions, it is necessary to create activities of exploitation of values being the time of the story an effective space to concretize that.
This study has the main goal to identify and characterize the perspectives and practices of educators from a kindergarten about education for values in the kindergarten, and more specifically in the way they use stories and traditional tales in this educative process. In this investigation it was chosen the qualitative research and the methodology investigation-action with exploratory character. This study involved three educators from the suburbs of Lisbon and it was developed in three moments/phases. In a first phase, the educators were interviewed and those interviews were centred in how and when the education for values observed at the time of the tale in the narration and exploitation of the story were important. The second phase it consisted of four sessions of formation and reflection based on texts from different authors in which aspects related with education in values at kindergarten were discussed, especially in different pedagogic-didactical approaches. The interest and the grade of satisfaction of the participants was evaluated through a questionnaire. In a third phase it was preceded a new observation of the activity of narration and exploitation of a story, which goal was to know if the educators had transferred to their practices some suggestions and changes that were questioned in the reflection/formation phase. The study allowed concluding that educators consider that education and values are intrinsically associated and at kindergarten that education is done through the organisation and coordination of the educative process itself with regular attention to the participation and responsabilization of the child in defining rules and in the evaluation in following those rules and the role of the model educator and other adults. After reflection/formation the educators pointed out the necessity of a more explicit approach to the education in values, through different activities among them it would be fair to put on evidence the importance of stories, traditional tales and others. After reflection/formation the educators became conscious that besides the organization, the rules and interactions, it is necessary to create activities of exploitation of values being the time of the story an effective space to concretize that.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Palavras-chave
Educação pré-escolar Educação em valores Modelos currículares Contos populares Teses de mestrado - 2005