| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.1 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Partindo de uma perspetiva sociocultural que fundamenta uma Pedagogia Participativa na qual a criança é tida como competente e ativa, este trabalho procura resgatar os direitos das crianças, nomeadamente, os direitos de participação. Face a tal propósito, o mesmo teve por objetivo compreender o impacto da assunção de pedagogias participativas, em contexto de Jardim-de-Infância (J.I.), no desenvolvimento das crianças, tendo sido adotada, para tal, uma metodologia de trabalho qualitativa. O design da investigação destaca nas pedagogias participativas uma ‘aprendizagem em participação’ que permite o livre desenvolvimento da personalidade da criança. Trata-se da estruturação de um contexto educativo democrático, a par com uma estrutura de trabalho cooperativo, na qual a construção das aprendizagens ocorre em circuitos de diálogo, reflexão e comunicação. Trata-se de assumir uma participação com sentido de protagonismo em que, face às condições pedagógicas criadas, as crianças se desenvolvem e (re)constroem o quotidiano escolar como sinónimo de cidadania ativa. O documento alude para a urgência de desconstrução do modo tradicional e transmissivo de fazer pedagogia, a fim de se assumir e promover a visibilidade social das crianças enquanto sujeitos de direitos e atores sociais.
ABSTRACT: This work seeks to rescue the rights of children, mostly, the rights of participation on a sociocultural perspective that bases a Participative Pedagogy in which the child is considered competent and active. Therefore, the current work aims to understand the impact of participative pedagogies (in the context of J.I.) on the development of children, based on a qualitative work methodology. The design of investigation emphasizes, in participatory pedagogies, a 'participatory learning' that allows the free development of the children’s personality. It is the structuring of a democratic educational context, along with a cooperative structure of work, in which the construction of learning occurs in circuits of dialogue, reflection and communication. It is a matter of assuming a participation with a sense of importance in which, given the pedagogical conditions created, children develop and (re) build school every day as synonymous with active citizenship. The document points to the urgent need to undoing the traditional way of doing pedagogy in order to assume and promote the social visibility of children as subjects of rights and social actors.
ABSTRACT: This work seeks to rescue the rights of children, mostly, the rights of participation on a sociocultural perspective that bases a Participative Pedagogy in which the child is considered competent and active. Therefore, the current work aims to understand the impact of participative pedagogies (in the context of J.I.) on the development of children, based on a qualitative work methodology. The design of investigation emphasizes, in participatory pedagogies, a 'participatory learning' that allows the free development of the children’s personality. It is the structuring of a democratic educational context, along with a cooperative structure of work, in which the construction of learning occurs in circuits of dialogue, reflection and communication. It is a matter of assuming a participation with a sense of importance in which, given the pedagogical conditions created, children develop and (re) build school every day as synonymous with active citizenship. The document points to the urgent need to undoing the traditional way of doing pedagogy in order to assume and promote the social visibility of children as subjects of rights and social actors.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Criança Jardim de infância Participação Direitos Pedagogias participativas Desenvolvimento Aprendizagem Children Kindergarten Participation Rights Participatory pedagogies Development Learning