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Advisor(s)
Abstract(s)
A ação social do bebé e criança até aos três anos tem vindo a ser alvo
de intensa investigação, com especial densidade nas últimas décadas.
Sabemos que nos últimos anos houve um avanço no sentido de considerar
a criança muito pequena enquanto ator social. Não obstante, ainda
muito há por fazer, os progressos efetivados são recentes e muitos deles
ainda não efetivados e promovido nos contextos socioeducativos como a
creche. A Convenção dos Direitos da Criança e outros documentos internacionais
vieram contribuir para uma reflexão e abriram uma nova visão
sobre a primeira infância. Cabe também ao educador/a de infância um
papel determinante nesta corrida. Segundo Niza (2014), em tempos, os
gregos designavam para este termo, corrida a palavra currículo, invulgar
porém pertinente, já que se fizer uma analogia, percebemos de imediato
o sentido: existirá sempre para cada criança uma corrida. Será ela a
protagonista de um currículo único com especificidades identitárias, no
entanto, esta corrida terá maior sucesso se feita em equipa, de uma forma
co-participada, para que os resultados sejam realmente de qualidade. A
realização deste projeto, que assume uma abordagem qualitativa, tentou
corresponder às necessidades sentidas por duas educadoras, de uma
creche na cidade de Lisboa, concretamente da sala berçário e da sala
de 12-24 meses. Mais ainda, surge da necessidade da instituição para
que os contextos de creche e jardim de infância fossem mais contíguos,
com princípios pedagógicos homogéneos, nomeadamente de acordo
com a metodologia MEM. Conseguiram-se alguns progressos sobretudo
na inclusão e participação da criança pequena no contexto da creche e
construção de uma ação social cúmplice entre a criança pequena com a
restante comunidade educativa.
Abstract Social action baby and child up to three years has been the target of intense research, with special density in recent decades . We know that in recent years there has been a move towards considering the very small child as a social actor. Nevertheless, much remains to be done , progress has effected many of them are recent and not yet vested and promoted the socio-educational contexts such as childcare . The Convention on the Rights of the Child and other international documents contributed to a reflection and opened a new insight into early childhood . It is also up to the educator / a childhood a decisive role in this race . According Niza ( 2014 ) , in time , the Greeks designated for this term , the word race resume, unusual but relevant, since it makes an analogy , it is noticeable sense: there will always be a race for each child . Will it be the protagonist of a unique curriculum with personal specificities , however , this race will have greater success if done in a team, a co - participatory way so that the results are really quality . The realization of this project , which takes a qualitative approach , tried to meet the needs felt by two teachers , a nursery in the city of Lisbon, namely the nursery room and the room of 12-24 months . Moreover, arises from the need of the institution to which the contexts of childcare and kindergarten were more contiguous, homogeneous with pedagogical principles , including in accordance with the methodology MEM. There have been some progress especially in the inclusion and participation of the child in the context of childcare center and building a social action complicity between the child with other educational community.
Abstract Social action baby and child up to three years has been the target of intense research, with special density in recent decades . We know that in recent years there has been a move towards considering the very small child as a social actor. Nevertheless, much remains to be done , progress has effected many of them are recent and not yet vested and promoted the socio-educational contexts such as childcare . The Convention on the Rights of the Child and other international documents contributed to a reflection and opened a new insight into early childhood . It is also up to the educator / a childhood a decisive role in this race . According Niza ( 2014 ) , in time , the Greeks designated for this term , the word race resume, unusual but relevant, since it makes an analogy , it is noticeable sense: there will always be a race for each child . Will it be the protagonist of a unique curriculum with personal specificities , however , this race will have greater success if done in a team, a co - participatory way so that the results are really quality . The realization of this project , which takes a qualitative approach , tried to meet the needs felt by two teachers , a nursery in the city of Lisbon, namely the nursery room and the room of 12-24 months . Moreover, arises from the need of the institution to which the contexts of childcare and kindergarten were more contiguous, homogeneous with pedagogical principles , including in accordance with the methodology MEM. There have been some progress especially in the inclusion and participation of the child in the context of childcare center and building a social action complicity between the child with other educational community.
Description
Keywords
Ação social dos bebés Participação Identidade Profissiona Educador de Infância Babies’ social action Participation Professional Identity Childhood Educators
Citation
Luís, V. (2018). Bebé dá licença? Quantos passos?: Pro-Curar a ação social das crianças na 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. 530-562) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-05-3 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.043
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais