| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 189.21 KB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente projeto foi desenvolvido no âmbito do Curso de Especialização
em Creche e Outros Equipamentos para Crianças dos 0 aos 3 Anos.
Trata-se de um projeto de pesquisa-intervenção (Castro & Besset, 2008)
que pretende analisar como a metodologia de trabalho de projeto com
crianças numa sala de creche promove, ou não, a sua participação. Do
ponto de vista teórico o projeto está ancorado na Sociologia da Infância,
com especial enfoque na infância como categoria social e compreendendo
as crianças como atores sociais plenos. Partindo destes pressupostos
e assumindo que as crianças são sujeitos de direitos, pretende-se
explorar o direito à participação numa sala de creche, tendo como “andaime”
a metodologia de trabalho de projeto, defendida por Katz (1997)
e Vasconcelos (2011, 2012). Centrando a investigação numa sala de creche
com crianças com idades compreendidas entre os 24 e os 36 meses,
apresenta-se um trabalho de natureza qualitativa. Os dados foram recolhidos
através da aplicação da Escala de Avaliação do Ambiente de Creche
(ITERS-R), das observações naturalistas e conversas informais com
as crianças e com as auxiliares da sala, bem como da entrevista realizada
à Prof. Doutora Teresa Vasconcelos, às auxiliares de ação educativa e
às famílias. Considerando a, ainda incipiente, investigação feita sobre a
Metodologia de Trabalho de Projeto (MTP) e, ainda que é uma metodologia
pouco explorada nas salas de creche em Portugal, este projeto
assume um carácter inovador e ao mesmo tempo um grande desafio.
Concluímos que na sala e com as crianças com quem desenvolvemos o
projeto, a MTP assume-se como uma metodologia que promove a participação
das crianças, concretizada na desocultação de interesses, escolhas,
opiniões e tomada de decisões pelas crianças em todo o processo.
Abstract This project was developed under the Specialization Course in Daycare and Other Social Equipment for Children from 0 to 3 years old. This is a research intervention (Castro & Besset, 2008) that aims to analyse how the methodology of project work with children in a day care room promotes, or not, children’s participation. From the theoretical point of view the project is anchored on the sociology of childhood, with special focus on the defence of children as a social construction and children as social actor. Under this assumption and assuming that children are full subjects of rights , we intend to explore the right to participation in a day care room with the " scaffold " the working methodology of the project advocated by Katz ( 1997) and Vasconcelos (2011; 2012). Focusing research in a day care room with children aged between 24 and 36 months, then presents the analysis of information gathered through the application of the Rating Scale Environment Day care (ITERS - S), of naturalistic observations and informal conversations with children and with the auxiliary of the room, as well as interviews with Professor Teresa Vasconcelos, auxiliary educational activities and families. Considering the incipient research done on the Work Methodology Project (MTP) and also a methodology that is rarely explored in the rooms of day-care in Portugal, this project takes an innovative character and at the same time a challenge. We conclude that the room and the children who developed the project, the MTP is assumed as a methodology that promotes the participation of children, embodied in unblinding of interests, choices, opinions and making decisions for the children in the whole process.
Abstract This project was developed under the Specialization Course in Daycare and Other Social Equipment for Children from 0 to 3 years old. This is a research intervention (Castro & Besset, 2008) that aims to analyse how the methodology of project work with children in a day care room promotes, or not, children’s participation. From the theoretical point of view the project is anchored on the sociology of childhood, with special focus on the defence of children as a social construction and children as social actor. Under this assumption and assuming that children are full subjects of rights , we intend to explore the right to participation in a day care room with the " scaffold " the working methodology of the project advocated by Katz ( 1997) and Vasconcelos (2011; 2012). Focusing research in a day care room with children aged between 24 and 36 months, then presents the analysis of information gathered through the application of the Rating Scale Environment Day care (ITERS - S), of naturalistic observations and informal conversations with children and with the auxiliary of the room, as well as interviews with Professor Teresa Vasconcelos, auxiliary educational activities and families. Considering the incipient research done on the Work Methodology Project (MTP) and also a methodology that is rarely explored in the rooms of day-care in Portugal, this project takes an innovative character and at the same time a challenge. We conclude that the room and the children who developed the project, the MTP is assumed as a methodology that promotes the participation of children, embodied in unblinding of interests, choices, opinions and making decisions for the children in the whole process.
Descrição
Palavras-chave
Crianças Participação Creche Metodologia de trabalho de projeto Children Participation Daycare Methodology project
Contexto Educativo
Citação
Cacheirinha, M. V. (2018). A metodologia de trabalho de projeto como estratégia promotora de participação das crianças. Um projeto desenvolvido numa sala de creche. In C. Tomás, T. Almeida & D. Lino (Coords.), Educação e Práticas Pedagógicas com crianças dos 0 aos 3 anos: Diálogos entre Pedagogia, Psicologia e Sociologia. (pp. 276-304) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-05-3 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.037
Editora
CIED - Centro Interdisciplinar de Estudos Educacionais