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Advisor(s)
Abstract(s)
O relatório que é doravante apresentado foi elaborado no âmbito da Unidade Curricular de Prática Profissional Supervisionada II, que decorreu num estabelecimento educativo particular, com fins lucrativos, em contexto de jardim de infância. A narrativa desenvolvida constituiu-se como um trabalho reflexivo que transparece a minha prática educativa enquanto educadora-estagiária no decorrer de quinze de semanas de intervenção pedagógica.
Ao longo do presente documento, é apresentada ao leitor uma caracterização do contexto que fundamenta as intencionalidades em que se moldou a minha ação educativa. Para além disso, o último capítulo é dedicado a uma reflexão pessoal acerca da construção contínua da profissionalidade de um/a educador/a de infância, face à prática educativa desenvolvida. Este relatório exibe, ainda, uma secção dedicada à apresentação da investigação realizada no mesmo contexto, que se incide, maioritariamente, na matriz disciplinar da Sociologia da Infância, mais concretamente no desenvolvimento de competências sociais em contexto de jardim de infância face às opções pedagógicas com que o estabelecimento se rege. Tendo como objetivo primordial compreender de que forma a Pedagogia Inaciana influência o desenvolvimento de competências sociais em crianças em idade pré-escolar, vivenciei o quotidiano de um grupo de vinte e duas crianças, com idades compreendidas entre os 2 e os 5 anos, o que me permitiu observar de perto as relações e interações estabelecidas entre pares e, consequentemente, a aquisição de competências sociais.
Metodologicamente, a investigação centra-se num estudo-caso de natureza qualitativa, tendo-se utilizado diferentes técnicas e instrumento de recolha de dados. Os dados recolhidos e, posteriormente, analisados e interpretados, evidenciam a influência dos pressupostos inacianos no desenvolvimento de competências pessoais humanísticas que se projetam no ato de socialização que, cada um, estabelece com os seus pares. Os resultados deste estudo contribuíram não só para o esclarecimento de fundamentos em torno da problemática geral, como também para o meu crescimento profissional e pessoal.
The report presented hereafter was written within the scope of the Curricular Unit of Supervised Professional Practice II, which was held in a for-profit organisation private educational establishment in the context of kindergarten. The narrative that is developed throught consists of a reflective work that shows my educational practice as an intern kindergarten teacher during fifteen weeks of an educational intervention. Throughout this report, the reader will be presented with a characterization of the context that justifies the intentions that shaped the educational action. In addition, the last chapter is dedicated to a personal reflection about the continuous construction of the professionalism of a kindergarten teacher, taking the educational practice developed into account. This report has also a section dedicated to the presentation of the research conducted in the same context, which focuses on the disciplinary matrix of Sociology of Childhood, more specifically in the development of social skills in a kindergarten context in view of the pedagogical options of which the establishment is administrated. With the main purpose of understanding how Ignatian Pedagogy influences the development of social skills in preschool children, I experienced the daily life of a group of twenty-two children, aged between 2 and 5 years old, which allowed me to closely observe the relationships and interactions established between peers and, consequently, their social skills learning. Methodologically, this research focuses on a qualitative case study, using different techniques and instruments for data collection. The collected data posteriorly analysed and interpreted showed the ignatian assumptions impact on the development of humanistic personal competences that are projected in the act of socialisation that each one establishes with their peers. The results of this study have contributed not only to the clarification of fundamentals around the main problem, but also to my professional and personal growth.
The report presented hereafter was written within the scope of the Curricular Unit of Supervised Professional Practice II, which was held in a for-profit organisation private educational establishment in the context of kindergarten. The narrative that is developed throught consists of a reflective work that shows my educational practice as an intern kindergarten teacher during fifteen weeks of an educational intervention. Throughout this report, the reader will be presented with a characterization of the context that justifies the intentions that shaped the educational action. In addition, the last chapter is dedicated to a personal reflection about the continuous construction of the professionalism of a kindergarten teacher, taking the educational practice developed into account. This report has also a section dedicated to the presentation of the research conducted in the same context, which focuses on the disciplinary matrix of Sociology of Childhood, more specifically in the development of social skills in a kindergarten context in view of the pedagogical options of which the establishment is administrated. With the main purpose of understanding how Ignatian Pedagogy influences the development of social skills in preschool children, I experienced the daily life of a group of twenty-two children, aged between 2 and 5 years old, which allowed me to closely observe the relationships and interactions established between peers and, consequently, their social skills learning. Methodologically, this research focuses on a qualitative case study, using different techniques and instruments for data collection. The collected data posteriorly analysed and interpreted showed the ignatian assumptions impact on the development of humanistic personal competences that are projected in the act of socialisation that each one establishes with their peers. The results of this study have contributed not only to the clarification of fundamentals around the main problem, but also to my professional and personal growth.
Description
Relatório de Prática Profissional Supervisionada – Módulo II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Pedagogia inaciana Competências sociais Criança Jardim de infância Ignatian pedagogy Social skills Child Kindergarten
Citation
Videira, L. C. S. (2022). É importante ter e dar amor a influência da pedagogia inaciana no desenvolvimento de competências sociais em crianças em idade pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15784