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Abstract(s)
No presente relatório pretendeu-se refletir sobre as interações entre crianças da sala 4 de um jardim-de-infância da cidade de Lisboa, no âmbito da unidade curricular Prática Profissional Supervisionada II (Módulo JI).
Decorrente das observações e da ação pedagógica, realizadas entre 26 de setembro de 2016 e 20 de janeiro de 2017, surgiu a problemática deste relatório. A partir de um quadro teórico multidisciplinar, que colocou em diálogo a Pedagogia e a Sociologia da Infância, foram analisadas as interações entre pares como promotoras das relações de amizade.
Do ponto de vista metodológico optou-se por uma abordagem qualitativa, uma investigação-ação, recorrendo a diversas técnicas, nomeadamente, a observação, as entrevistas semiestruturadas às crianças e à educadora cooperante e a consulta documental do Projeto Bianual do Agrupamento (PBA), do Projeto Plurianual de Melhoria (PPM) e do Projeto Curricular de Sala (PCS).
A análise dos dados evidenciou a complexidade do processo de interação entre pares e o papel facilitador das adultas da sala 4, nomeadamente, a educadora, a estagiária e a assistente operacional, na gestão dos conflitos entre as crianças. Ademais, ao longo de toda a prática pedagógica, a minha ação assentou na promoção da interação entre crianças e na valorização do brincar como atividade social de grande importância socioeducativa. Através de um diálogo atestado por uma ação pedagógica ancorada em valores como o respeito, a reciprocidade e a amizade foi possível observar uma reconfiguração das relações de amizade entre as crianças.
ABSTRACT In the present report it is intended to reflect on the interactions between children in room 4 of a kindergarten in the city of Lisbon, within the scope of the curricular unit supervised professional practice II (Module JI). As a result of the observations and pedagogical practice, carried out between September 26, 2016 and January 20, 2017, emerged the problematic of this report. From a multidisciplinary theoretical framework, which puts into dialogue the Pedagogy and Sociology of Childhood, were analyzed the interactions between pairs as promoters of friendship relations. From a methodological point of view we opted for a qualitative approach, a research-action, in which the techniques used consisted on observation, semi-structured interviews with children and the cooperating educator and in the documentary consultation of the Biannual Grouping Project (PBA), the Multiannual Improvement Project (PPM) and Room Curriculum Project (PCS). The analysis of the data shows the complexity of the process of interaction between pairs and the facilitating role of the adults of room 4, educator, trainee and operational assistant, in the management of conflicts among children. In addition, throughout my pedagogical practice, my action was settled on the promotion of interaction between children and playing as a social activity of great socio-educational importance. Through a dialogue based on a pedagogical action anchored in values such as respect, reciprocity and friendship, it was possible to observe a reconfiguration of the relations of friendship between children.
ABSTRACT In the present report it is intended to reflect on the interactions between children in room 4 of a kindergarten in the city of Lisbon, within the scope of the curricular unit supervised professional practice II (Module JI). As a result of the observations and pedagogical practice, carried out between September 26, 2016 and January 20, 2017, emerged the problematic of this report. From a multidisciplinary theoretical framework, which puts into dialogue the Pedagogy and Sociology of Childhood, were analyzed the interactions between pairs as promoters of friendship relations. From a methodological point of view we opted for a qualitative approach, a research-action, in which the techniques used consisted on observation, semi-structured interviews with children and the cooperating educator and in the documentary consultation of the Biannual Grouping Project (PBA), the Multiannual Improvement Project (PPM) and Room Curriculum Project (PCS). The analysis of the data shows the complexity of the process of interaction between pairs and the facilitating role of the adults of room 4, educator, trainee and operational assistant, in the management of conflicts among children. In addition, throughout my pedagogical practice, my action was settled on the promotion of interaction between children and playing as a social activity of great socio-educational importance. Through a dialogue based on a pedagogical action anchored in values such as respect, reciprocity and friendship, it was possible to observe a reconfiguration of the relations of friendship between children.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Interação entre crianças Amizade Educação de Infância Jardim de infância. Supervised professional practice Interaction between children Friendship Childhood education Kindergarten