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A autonomia das crianças em projetos de grupo: desafios e potencialidades na educação pré-escolar
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Abstract(s)
O presente documento corresponde ao relatório de estágio que decorreu no âmbito da Prática Profissional Supervisionada II (PPS II), do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa (ESELx). A finalidade do mesmo é documentar, de forma fiel, analítica, reflexiva e fundamentada, todo o processo decorrente da prática realizada entre 30 de setembro de 2024 e 24 de janeiro de 2025. Estas ocorrências surgiram numa organização socioeducativa (OS) de cariz público, nomeadamente numa sala de jardim de infância (JI), da qual faziam parte 20 crianças com idades compreendidas entre os 3 e os 5 anos, e a respetiva equipa de sala. Assim sendo, o relatório retratará o trabalho desenvolvido neste contexto, refletindo aspetos essenciais ao processo interventivo da PPS II, como é o caso da (i) Caracterização da Ação Educativa Contextualizada, da (ii) Análise Reflexiva da Intervenção, da (iii) Investigação em JI e, ainda, da (iv) Construção da Profissionalidade Docente e, por último, as (v) considerações Finais. A investigação realizada teve por base, tanto a minha experiência de estágio, quanto os meus interesses relacionados com a Autonomia das Crianças, que se manifestaram na seguinte questão orientadora: “De que forma é que a autonomia dada às crianças nos projetos, na escolha dos temas e atividades, potencia a sua motivação e o seu envolvimento nos mesmos em contexto de Educação Pré-Escolar?”. Os objetivos gerais da pesquisa foram: i) conhecer as conceções da Educadora cooperante sobre a participação ativa e a autonomia das crianças em projetos de grupo; ii) compreender de que forma as práticas pedagógicas da educadora podem potenciar o envolvimento e a participação ativa das crianças em projetos de grupo; iii) analisar a relação entre a vontade das crianças, o seu envolvimento nos projetos de grupo e a sua capacidade de participar ativamente nas decisões. Para estudar a temática em questão, realizei um estudo de caso, de natureza qualitativa, para o qual mobilizei diferentes técnicas e instrumentos de recolha de dados favoráveis à sua triangulação o mais fiel e pertinente possível, tais como: a observação direta participante e a observação indireta, os respetivos registos escritos, fotográficos, vídeos e áudio, e eventuais produções das crianças, conversas, formais e informais, com a equipa educativa, inquéritos por entrevista (semiestruturada) e os respetivos guiões, aplicados à Educadora cooperante e a uma amostra de crianças do grupo. Os resultados mostram que a autonomia e o envolvimento das crianças nos projetos podem potenciar significativamente a sua motivação e consequente participação ativa. Todavia, é uma relação que pode ser influenciada por diferentes fatores, tais como, as características do indivíduo, o vínculo afetivo com o adulto ou com outras crianças presentes, ou as próprias condições do ambiente educativo. Conclui-se, de igual forma, que as conceções e práticas pedagógicas intencionais do educador são fulcrais para criar um ambiente promotor da autonomia e da participação ativa das crianças.
This document corresponds to the internship report developed within the scope of the Supervised Professional Practice II (SPP II) of the Master's in Preschool Education at Escola Superior de Educação de Lisboa (ESELx). Its purpose is to document, in a faithful, analytical, reflective, and well-founded manner, the entire process of the practical experience that took place between 30 September 2024 and 24 January 2025. This internship occurred in a public socio-educational organization (SO), specifically in a kindergarten classroom (KC) with a group of 20 children aged between 3 and 5 years, and its respective educational team. Therefore, the report will portray the work developed in this context, reflecting on essential aspects of the PPS II intervention process, such as (i) the Characterization of a Contextualized Educational Action, (ii) the Reflective Analysis of the Intervention, (iii) the Research in a Kindergarten Setting, (iv) the Construction of Teaching Professionality and also (v) the Final Considerations. The research was based on both my internship experience and my interests related to Children's Autonomy, which manifested in the following guiding question: "In what way does the autonomy given to children in projects, in the choice of themes and activities, enhance their motivation and involvement in them within a Preschool Education context?". The general objectives of the research were: i) to understand how the educator's conceptions and pedagogical practices that promote children's autonomy can enhance their involvement and active participation in group projects; ii) to analyse the relationship between the children's will, their involvement in group projects, and their capacity to actively participate in the decisions inherent to them. To study the topic in question, I conducted a qualitative case study, for which I mobilized different data collection techniques and instruments that are favourable to their most faithful and pertinent triangulation possible, such as: direct participant observation and indirect observation with its respective written, photographic, video, and audio records, and any children's productions, formal and informal conversations with the educational team, (semi-structured) interviews, with their respective guides, applied to the cooperating educator and a sample of children from the group, and documentary consultation. The results show that children's autonomy and involvement in projects can markedly enhance their motivation and consequent active participation. However, this is a relationship that can be influenced by different factors, such as the individual's characteristics, the affective bond with the adult or with other children present, or the conditions of the educational environment itself. It is also concluded that the educator's intentional conceptions and pedagogical practices are crucial for creating an environment that promotes children's autonomy and active participation.
This document corresponds to the internship report developed within the scope of the Supervised Professional Practice II (SPP II) of the Master's in Preschool Education at Escola Superior de Educação de Lisboa (ESELx). Its purpose is to document, in a faithful, analytical, reflective, and well-founded manner, the entire process of the practical experience that took place between 30 September 2024 and 24 January 2025. This internship occurred in a public socio-educational organization (SO), specifically in a kindergarten classroom (KC) with a group of 20 children aged between 3 and 5 years, and its respective educational team. Therefore, the report will portray the work developed in this context, reflecting on essential aspects of the PPS II intervention process, such as (i) the Characterization of a Contextualized Educational Action, (ii) the Reflective Analysis of the Intervention, (iii) the Research in a Kindergarten Setting, (iv) the Construction of Teaching Professionality and also (v) the Final Considerations. The research was based on both my internship experience and my interests related to Children's Autonomy, which manifested in the following guiding question: "In what way does the autonomy given to children in projects, in the choice of themes and activities, enhance their motivation and involvement in them within a Preschool Education context?". The general objectives of the research were: i) to understand how the educator's conceptions and pedagogical practices that promote children's autonomy can enhance their involvement and active participation in group projects; ii) to analyse the relationship between the children's will, their involvement in group projects, and their capacity to actively participate in the decisions inherent to them. To study the topic in question, I conducted a qualitative case study, for which I mobilized different data collection techniques and instruments that are favourable to their most faithful and pertinent triangulation possible, such as: direct participant observation and indirect observation with its respective written, photographic, video, and audio records, and any children's productions, formal and informal conversations with the educational team, (semi-structured) interviews, with their respective guides, applied to the cooperating educator and a sample of children from the group, and documentary consultation. The results show that children's autonomy and involvement in projects can markedly enhance their motivation and consequent active participation. However, this is a relationship that can be influenced by different factors, such as the individual's characteristics, the affective bond with the adult or with other children present, or the conditions of the educational environment itself. It is also concluded that the educator's intentional conceptions and pedagogical practices are crucial for creating an environment that promotes children's autonomy and active participation.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Projetos de grupo Autonomia Participação Envolvimento Prática profissional supervisionada Preschool education Group projects Autonomy Participation Involvement Supervised Pprofessional practice
Pedagogical Context
Citation
Pérez, J. M. C. (2025). A autonomia das crianças em projetos de grupo: desafios e potencialidades na educação pré-escolar [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22216