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Desafios e potencialidades de contextos multiculturais na educação pré-escolar: o olhar de uma equipa educativa
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Authors
Abstract(s)
O presente relatório, elaborado no âmbito do curso de Mestrado em Educação PréEscolar da Escola Superior de Educação de Lisboa (ESELx-IPL), tem como principal objetivo apresentar, de forma sistemática e fundamentada, uma análise reflexiva sobre a Prática Profissional Supervisionada II (PPS II) realizada numa sala de jardim de infância (JI), entre 30 de setembro de 2024 e 24 de janeiro de 2025, com um grupo de 22 criançascom idades compreendidas entre os três e os cinco anos. A localização da Organização Socioeducativa (OS) na freguesia mais multicultural de Portugal, na qual se inserem 80 nacionalidades, motivou a seguinte temática de investigação: “Desafios e potencialidades de contextos multiculturais na Educação Pré-Escolar: o olhar de uma equipa educativa”, que teve como principais objetivos: i) Caracterizar as representações da equipa educativa acerca da diversidade cultural no jardim de infância; ii) Identificar as principais potencialidades e os
constrangimentos ou desafios decorrentes dessa diversidade; iii) Aferir as estratégias promotoras da inclusão (multi)cultural das famílias e das crianças do grupo. A investigação, delimitada por uma abordagem qualitativa, teve por base um estudo de caso que previu a utilização de diferentes fontes de recolha de dados, tais como a observação direta participante (através do recurso a notas de campo e registos fotográficos) e um inquérito por entrevista à equipa de sala. Desta forma, e em face da diversidade (e consequente barreira) linguística observada na sala/no grupo de crianças, os resultados, desde logo, apontam para diversas formas de linguagem aplicadas de forma a tentar chegar a todas as crianças. Além disso, a diferença é entendida a partir do conceito de criança, reconhecida como ser único, defendendo a igualdade de oportunidades de aprendizagem para todas. Como estratégia de promoção da multiculturalidade, é também sugerida a inserção de objetos visuais de diversas culturas, com vista a promover a integração e o conforto das crianças.
This report, written as part of the Master's Degree in Pre-School Education at the Lisbon School of Education (ESELx-IPL), aims to present, in a systematic and wellfounded way, a reflective analysis of the Supervised Professional Practice II (PPS II) carried out in a kindergarten classroom between September 30, 2024 and January 24, 2025, with a group of 22 children aged between three and five. The location of the Socio-Educational Organization (SO) in Portugal's most multicultural parish, which is home to 80 nationalities, prompted the following research topic: “Challenges and potential of multicultural contexts in Pre-School Education: the view of an educational team”, whose main objectives were: i) Characterize the educational team's representations of cultural diversity in kindergarten; ii) Identify the main potentialities and the constraints or challenges arising from this diversity; iii) Assess the strategies promoting (multi)cultural inclusion of the families and children in the group. The research, delimited by a qualitative approach, was based on a case study that used different sources of data collection, such as direct participant observation (using field notes and photographic records) and an interview survey with the classroom team. In this way, and in view of the linguistic diversity (and consequent barrier) observed in the classroom/group of children, the results immediately point to different forms of language applied in order to try to reach all the children. In addition, difference is understood from the concept of the child, recognized as a unique being, defending equal learning opportunities for all. As a strategy for promoting multiculturalism, it is also suggested that visual objects from different cultures be inserted, with a view to promoting integration and comfort for the children.
This report, written as part of the Master's Degree in Pre-School Education at the Lisbon School of Education (ESELx-IPL), aims to present, in a systematic and wellfounded way, a reflective analysis of the Supervised Professional Practice II (PPS II) carried out in a kindergarten classroom between September 30, 2024 and January 24, 2025, with a group of 22 children aged between three and five. The location of the Socio-Educational Organization (SO) in Portugal's most multicultural parish, which is home to 80 nationalities, prompted the following research topic: “Challenges and potential of multicultural contexts in Pre-School Education: the view of an educational team”, whose main objectives were: i) Characterize the educational team's representations of cultural diversity in kindergarten; ii) Identify the main potentialities and the constraints or challenges arising from this diversity; iii) Assess the strategies promoting (multi)cultural inclusion of the families and children in the group. The research, delimited by a qualitative approach, was based on a case study that used different sources of data collection, such as direct participant observation (using field notes and photographic records) and an interview survey with the classroom team. In this way, and in view of the linguistic diversity (and consequent barrier) observed in the classroom/group of children, the results immediately point to different forms of language applied in order to try to reach all the children. In addition, difference is understood from the concept of the child, recognized as a unique being, defending equal learning opportunities for all. As a strategy for promoting multiculturalism, it is also suggested that visual objects from different cultures be inserted, with a view to promoting integration and comfort for the children.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Multiculturalidade Comunicação Conceções Educação pré-escolar Prática profissional supervisionada Multiculturalism Communication Conceptions Preschool education Supervised professional practice
Pedagogical Context
Citation
Mendonça, M. T. S. (2025). Desafios e potencialidades de contextos multiculturais na educação pré-escolar: o olhar de uma equipa educativa [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22263