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Authors
Advisor(s)
Abstract(s)
O relatório aqui apresentado foi elaborado no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada (PPS) que decorreu num Jardim de Infância (JI) do concelho de Cascais, com um grupo de crianças com idades compreendidas entre os 3 e os 6 anos. Integra um trabalho reflexivo sobre a minha prática enquanto educadora-estagiária e pretende apresentar e descrever o caminho percorrido durante os cinco meses de intervenção pedagógica e desenvolvimento de uma atitude investigativa.
No primeiro capítulo, é apresentada uma caracterização do contexto, que objetiva uma ação educativa alicerçada em intencionalidades, sendo ainda feita uma avaliação do processo de intervenção. No capítulo seguinte, através de uma atitude investigativa, são apresentados os pressupostos teóricos que nortearam a minha investigação e os respetivos resultados, incidindo sobre os níveis de participação das crianças naquele contexto educativo – uma sala de jardim de infância. Para tal, foram ouvidas as vozes de duas educadoras e de duas auxiliares da organização, bem como as vozes de 16 crianças.
No que se refere à metodologia, a investigação é de natureza qualitativa, tendo-se optado pelo método de estudo de caso. Foram ainda utilizadas diferentes técnicas de recolha de dados: entrevistas, grupos de discussão focalizada e a observação. A investigação teve como principal objetivo identificar e compreender que tipo de participação existe por parte das crianças com quem intervim num contexto educativo.
Com a análise dos dados recolhidos nesta investigação, corroborou-se a importância de efetivar os direitos de participação das crianças, pois estas são, efetivamente, sujeitos competentes e, como cidadãs que são, devem fazer uso desse direito.
O presente estudo refletiu também a necessidade de desconstrução do modo tradicional e transmissivo presente nalgumas práticas, passando a perspetivar as crianças enquanto sujeitos de direitos e atores sociais – incluindo o direito a PARTICIPAR.
ABSTRACT The report presented here was prepared within the scope of the Curricular Unit (UC) of Supervised Professional Practice (PPS) that took place in a Kindergarten (JI) in the municipality of Cascais, with a group of children aged between 3 and 6 years . She integrates a reflective work on my practice as an educator-trainee and intends to present and describe the path taken during the five months of pedagogical intervention and the development of an investigative attitude. In the first chapter, a characterization of the context is presented, which aims at an educational action based on intentionalities, and an assessment of the intervention process is also made. In the next chapter, through an investigative attitude, the theoretical assumptions that guided my investigation and the respective results are presented, focusing on the levels of participation of children in that educational context - a kindergarten room. For this, the voices of two educators and two assistants of the organization were heard, as well as the voices of 16 children. With regard to the methodology, the investigation is of a qualitative nature, having chosen the case study method. Different data collection techniques were also used: interviews, focused discussion groups and observation. The main objective of the investigation was to identify and understand what kind of participation exists on the part of the children with whom I intervene in an educational context. With the analysis of the data collected in this investigation, the importance of enforcing children's participation rights was confirmed, as they are, in fact, competent subjects and, as citizens, they must make use of this right. It was also found that the concept of participation is not yet a “uniform” concept, sometimes subverted to the principle of choice. The present study also reflected the need to deconstruct the traditional and transmissive way present in some practices, based on an adult-centric childhood, starting to view children as subjects of rights and social actors - including the right to PARTICIPATE.
ABSTRACT The report presented here was prepared within the scope of the Curricular Unit (UC) of Supervised Professional Practice (PPS) that took place in a Kindergarten (JI) in the municipality of Cascais, with a group of children aged between 3 and 6 years . She integrates a reflective work on my practice as an educator-trainee and intends to present and describe the path taken during the five months of pedagogical intervention and the development of an investigative attitude. In the first chapter, a characterization of the context is presented, which aims at an educational action based on intentionalities, and an assessment of the intervention process is also made. In the next chapter, through an investigative attitude, the theoretical assumptions that guided my investigation and the respective results are presented, focusing on the levels of participation of children in that educational context - a kindergarten room. For this, the voices of two educators and two assistants of the organization were heard, as well as the voices of 16 children. With regard to the methodology, the investigation is of a qualitative nature, having chosen the case study method. Different data collection techniques were also used: interviews, focused discussion groups and observation. The main objective of the investigation was to identify and understand what kind of participation exists on the part of the children with whom I intervene in an educational context. With the analysis of the data collected in this investigation, the importance of enforcing children's participation rights was confirmed, as they are, in fact, competent subjects and, as citizens, they must make use of this right. It was also found that the concept of participation is not yet a “uniform” concept, sometimes subverted to the principle of choice. The present study also reflected the need to deconstruct the traditional and transmissive way present in some practices, based on an adult-centric childhood, starting to view children as subjects of rights and social actors - including the right to PARTICIPATE.
Description
Relatório da prática profissional supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jardim de infância Participação Prática profissional supervisionada Direitos da crianças Supervised professional practice Kindergarten Participation Children's rights
Citation
Valério, M. F. (2019). "Participar é dizer coisas para mudar!" (A.L) - A participação das crianças num contexto de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12932
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa