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Abstract(s)
Este relatório foi realizado no âmbito da Prática Profissional Supervisionada (Módulo II) e explicita o trabalho que foi desenvolvido numa sala com crianças dos quatro aos seis anos de idade. Na construção deste relatório procurei (i) descrever e analisar esse processo, explicitando motivações, dificuldades e situações que surgiram, não só na relação com o grupo de crianças, mas também com os/as adultos/as envolvidos/as; (ii) apresentar evidências do trabalho que foi desenvolvido com esses atores; (iii) descrever as opções pedagógicas, fundamentando-as e relacionando-as com os saberes e conhecimentos adquiridos no meu percurso académico, refletindo sobre a sua materialização. Por último, foi também objetivo, (iv) desenvolver uma atitude investigativa na sua relação com ação pedagógica.
Para o efeito, desenvolvi uma investigação que possibilitasse refletir sobre e no percurso e poder modificá-lo. A (não) participação das crianças numa sala de JI foi o tema da investigação em que são esclarecidos conceitos e onde evidencio a influência do adultocentrismo na prática de participação infantil. Continuamos, atualmente a promover práticas baseadas numa hierarquia de poder em que a criança faz escolhas totalmente condicionadas pelo adulto, sendo vista como um ser que não tem competências suficientes para poder decidir.
Como e quando estarão as escolas (e os restantes adultos da sociedade) preparadas para proporcionar lugares de tomada de decisão às crianças nos espaços que frequentam e sobre os quais tem, por isso mesmo, direitos?
ABSTRACT This report was made under the Supervised Professional Practice (Module II) and explains the work that was developed in a room with children from four to six years of age. In the construction of this report, I tried to (i) describe and analyze this process, explaining motivations, difficulties and situations that arose not only in the relationship with the group of children but also with the adults involved; (Ii) present evidence of the work that was developed with these actors; (Iii) describe the pedagogical options, basing them and relating them to the knowledge and knowledge acquired in my academic course, reflecting on its materialization. Finally, it was also objective, (iv) to develop an investigative attitude in its relation with pedagogical action. To that end, I developed an investigation that allowed me to reflect on and on the course and to be able to modify it. The (non) participation of the children in a JI room was the subject of research in which concepts are clarified and where I highlight the influence of the adultcentrism in the practice of child participation. We are now continuing to promote practices based on a hierarchy of power in which the child makes choices that are totally conditioned by the adult, being seen as a being who does not have sufficient competencies to be able to decide. How and when will the schools (and other adults in society) be prepared to provide decision-making places for children in the places they frequent and for which they have rights?
ABSTRACT This report was made under the Supervised Professional Practice (Module II) and explains the work that was developed in a room with children from four to six years of age. In the construction of this report, I tried to (i) describe and analyze this process, explaining motivations, difficulties and situations that arose not only in the relationship with the group of children but also with the adults involved; (Ii) present evidence of the work that was developed with these actors; (Iii) describe the pedagogical options, basing them and relating them to the knowledge and knowledge acquired in my academic course, reflecting on its materialization. Finally, it was also objective, (iv) to develop an investigative attitude in its relation with pedagogical action. To that end, I developed an investigation that allowed me to reflect on and on the course and to be able to modify it. The (non) participation of the children in a JI room was the subject of research in which concepts are clarified and where I highlight the influence of the adultcentrism in the practice of child participation. We are now continuing to promote practices based on a hierarchy of power in which the child makes choices that are totally conditioned by the adult, being seen as a being who does not have sufficient competencies to be able to decide. How and when will the schools (and other adults in society) be prepared to provide decision-making places for children in the places they frequent and for which they have rights?
Description
Relatório da Prática Profissional Supervisionada apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Participação das crianças Estagiária Relações de poder Supervised professional practice Children’s participation Early childhood Kindergarten teacher Power relations