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Formação inicial de Educadores de Infância: competências e práticas matemáticas sobre padrões
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A presente investigação assenta na seguinte questão: Como é que as educadoras de infância, em formação inicial, colocam em prática os conhecimentos matemáticos sobre padrões, dando resposta ao desenvolvimento das crianças? Depois de proceder à análise dos relatórios de estágio do 3º ano das alunas do curso de Educação de Infância, foram seleccionados os participantes, sendo estes três alunas estagiárias que frequentavam, no decorrer da investigação, o 4º ano do curso de Educadores de Infância (2005-2006). De acordo com o paradigma qualitativo, para a recolha de dados foram utilizados os seguintes instrumentos: análise dos relatórios de estágio; entrevista exploratória; observação naturalista na sala do jardim-de-infância e reflexões de grupo de estágio. Privilegiando a abordagem reflexiva durante o estágio, a análise incidiu no desenvolvimento das competências que as educadoras do 4º ano revelam sobretudo no domínio de padrões e regularidades. Os resultados obtidos foram descritos e ilustrados com respostas, figuras, comentários e diálogos resultantes das reflexões e observações realizadas às alunas estagiárias. No que respeita às conclusões, emergem por um lado a necessidade de maior clarificação no âmbito da abordagem dos padrões nas Orientações Curriculares para a Educação Pré-escolar, por outro lado, uma abordagem mais significativa sobre o tema padrões no plano curricular da disciplina de Matemática do curso de Educação de Infância. Foi igualmente possível constatar que a prática das alunas foi sendo alterada conseguindo trabalhar padrões com crianças em idade pré-escolar de forma mais confiante e ajustada às capacidades destas. Também o conhecimento didáctico sobre o tema padrões foi gradualmente evoluindo em consequência das reflexões realizadas no grupo de estágio bem como das leituras feitas pelas alunas sobre a referida temática. Em suma, a criação de momentos de reflexão e de pesquisa que possibilitem a partilha de ideias e a realização de leituras complementares revelou ser um aspecto fundamental na promoção da qualidade das práticas pedagógicas no âmbito da abordagem dos padrões. Aliado a esta conclusão, sugere-se a criação de um espaço de apoio à prática profissional, com materiais e com alguém especializado que esteja mais próximo das dificuldades manifestadas pelas educadoras na formação inicial, revelando ser um contributo para a qualidade pedagógica relativamente ao domínio da matemática no início da actividade profissional.
The present research has been carried out based on the following question: How might kinder garden educators, during their initial training, put into practice their mathematical knowledge of Patterns, while answering to the development of the children? After carrying out an analysis of the internship reports of the 3rd year students on the course of Infant Education, the participants were selected. They were three internship students who were attending the 4th year of the course of infant education (2005-2006).In order with the qualitative paradigm, the following instruments were used to collect data: analysis of intern reports; exploratory interviews; naturalist observations and group reflections. Privileging the reflexive approach during the period of inter ship, the analysis happened in the development of the abilities that the educators of 4º year over all disclose in the domain of patterns and regularities. The results obtained were described and illustrated with some of the answers, figures, comments and the resulting dialogues of reflection and observation carried out by the students. As far as conclusions are concerned, certain implications emerge in the area of approaches to Patterns in Curricular Orientations for Pré-School Education, encouraging, on the other hand, a more significant approach to the theme of patterns in the curricular plan in the subject of Mathematics in the course of Infant Education. It was equally possible to contest that students' practices were being altered by managing to work on Patterns with children of pre-school age in a more confident manner and adjusting to their capacities. Furthermore, the didactic knowledge on the theme of Patterns gradually evolved as a consequence of the reflections carried out, as well as the reading done by students on the theme in question. To sum up, the creation of moments of reflection and research which make possible the sharing of ideas and the carrying out of complementary readings has been shown to be a fundamental aspect in the promotion of quality in pedagogic practices in the area of approaches to Patterns. Allied to this conclusion is the need for the creation of a support space, with materials and with a specialised individual who is closer to the difficulties manifested by the educators during initial training, which has been shown to be a contribution to pedagogic quality with reference to the area of mathematics in the beginning of professional activities.
The present research has been carried out based on the following question: How might kinder garden educators, during their initial training, put into practice their mathematical knowledge of Patterns, while answering to the development of the children? After carrying out an analysis of the internship reports of the 3rd year students on the course of Infant Education, the participants were selected. They were three internship students who were attending the 4th year of the course of infant education (2005-2006).In order with the qualitative paradigm, the following instruments were used to collect data: analysis of intern reports; exploratory interviews; naturalist observations and group reflections. Privileging the reflexive approach during the period of inter ship, the analysis happened in the development of the abilities that the educators of 4º year over all disclose in the domain of patterns and regularities. The results obtained were described and illustrated with some of the answers, figures, comments and the resulting dialogues of reflection and observation carried out by the students. As far as conclusions are concerned, certain implications emerge in the area of approaches to Patterns in Curricular Orientations for Pré-School Education, encouraging, on the other hand, a more significant approach to the theme of patterns in the curricular plan in the subject of Mathematics in the course of Infant Education. It was equally possible to contest that students' practices were being altered by managing to work on Patterns with children of pre-school age in a more confident manner and adjusting to their capacities. Furthermore, the didactic knowledge on the theme of Patterns gradually evolved as a consequence of the reflections carried out, as well as the reading done by students on the theme in question. To sum up, the creation of moments of reflection and research which make possible the sharing of ideas and the carrying out of complementary readings has been shown to be a fundamental aspect in the promotion of quality in pedagogic practices in the area of approaches to Patterns. Allied to this conclusion is the need for the creation of a support space, with materials and with a specialised individual who is closer to the difficulties manifested by the educators during initial training, which has been shown to be a contribution to pedagogic quality with reference to the area of mathematics in the beginning of professional activities.
Descrição
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2008
Palavras-chave
Educação Didáctica da matemática Teses de mestrado