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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no seguimento do estágio realizado em contexto de Jardim de Infância (JI), no âmbito da unidade curricular (UC) Prática Profissional Supervisionada II, do 2º ano do Mestrado de Educação Pré-Escolar da Escola Superior de Educação de Lisboa. Este documento ilustra o trabalho de observação, registo e reflexão desenvolvidos no decorrer da minha prática educativa enquanto educadora estagiária, num período em que estive com um grupo de 24 crianças com 4 anos de idade e equipa educativa numa IPSS, em Lisboa.
Desta forma, serão apresentados a caracterização do meio e contexto socioeducativo, as minhas intenções para a ação e sua avaliação, a descrição sobre o processo da minha prática, bem como uma reflexão acerca da construção da minha identidade profissional enquanto futura educadora de infância.
A partir da observação e análise do contexto socioeducativo, surgiu o interesse em realizar uma investigação sobre a temática da organização do tempo e do espaço na promoção da autonomia e das escolhas da criança, sendo esta organização do espaço e do tempo promotora de aprendizagens significativas na criança. Para esta investigação optei, em termos metodológicos, por uma abordagem qualitativa e quantitativa, cujo processo investigativo se evidencia numa investigação-ação. A partir da revisão da literatura, bem como da análise de dados obtidos através da observação, de registos e de entrevistas semiestruturadas realizadas à educadora e às crianças, foi possível constatar que a organização da sala, do espaço e do tempo educativo, proporcionou o desenvolvimento de competências pessoais e sociais. Posso afirmar que as competências de autonomia, de escolha e de movimentação e orientação no espaço das crianças deste grupo se alteraram e desenvolveram, bem como as suas capacidades de comunicação, partilha e interação com os seus pares e adultos.
ABSTRACT This report is a follow-up to the internship held in the context of Kindergarden (JI), within the scope of the Supervised Professional Practice II course of the 2nd year of the Master's Degree in Pre-School Education at the Lisbon Higher Education School. This document illustrates the work of observation, recording and reflection developed in the course of my educational practice as a trainee educator in a period when I was with a group of 24 children with 4 years of age and in an educational team at an IPSS in Lisboa. With that in mind, I will present the characterization of the socio-educational environment and its context, my intentions for action and its evaluation, a description of the process of my practice, as well as a reflection about the construction of my professional identity as a future kindergarden teacher. From the observation and analysis of the socio-educational context, the interest arose in carrying out an investigation on the organization of time and space in the promotion of the autonomy and the choices of the child, being this organization of space and time promoting meaningful learning in children. For this research I opted, in methodological terms, for a qualitative and quantitative approach, whose investigative process is evidenced in an action research. From the review of the literature, as well as the analysis of data obtained through observation, registers and semi-structured interviews conducted to the educator and the children, it was possible to verify that the organization of the room, the space and the educational time, provided the development of personal and social skills. I can say that the autonomy, choice, movement skills and orientation in the children's space of this group have changed and developed, as well as their abilities of communication, sharing and interacting with their peers and adults.
ABSTRACT This report is a follow-up to the internship held in the context of Kindergarden (JI), within the scope of the Supervised Professional Practice II course of the 2nd year of the Master's Degree in Pre-School Education at the Lisbon Higher Education School. This document illustrates the work of observation, recording and reflection developed in the course of my educational practice as a trainee educator in a period when I was with a group of 24 children with 4 years of age and in an educational team at an IPSS in Lisboa. With that in mind, I will present the characterization of the socio-educational environment and its context, my intentions for action and its evaluation, a description of the process of my practice, as well as a reflection about the construction of my professional identity as a future kindergarden teacher. From the observation and analysis of the socio-educational context, the interest arose in carrying out an investigation on the organization of time and space in the promotion of the autonomy and the choices of the child, being this organization of space and time promoting meaningful learning in children. For this research I opted, in methodological terms, for a qualitative and quantitative approach, whose investigative process is evidenced in an action research. From the review of the literature, as well as the analysis of data obtained through observation, registers and semi-structured interviews conducted to the educator and the children, it was possible to verify that the organization of the room, the space and the educational time, provided the development of personal and social skills. I can say that the autonomy, choice, movement skills and orientation in the children's space of this group have changed and developed, as well as their abilities of communication, sharing and interacting with their peers and adults.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Educação de Infância Tempo e espaço Autonomia Escolhas Jardim de infância Supervised professional practice Childhood education Kindergarden Time and space Autonomy Choice
Citation
Ferreira, J. R. S. (2019). Como é que a organização do tempo e do espaço promove a autonomia e as escolhas das crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10273