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A educação para todos e com todos: direito à participação numa sala de Jardim de Infância em contexto de MEM
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Abstract(s)
O relatório de estágio apresentado surge no ambiento da Prática Profissional Supervisionada II e tem como propósito descrever de forma reflexiva e fundamentada a minha prática enquanto educadora estagiária, ao longo dos quatro meses de intervenção pedagógica numa Instituição Particular de Solidariedade Social, na valência de pré-escolar. Este trabalho foi realizado com um grupo de vinte e cinco crianças, com idades compreendidas entre os três e os seis anos. Apresenta-se caracterização detalhada do contexto sobre a qual emergiu a ação, fundamentada em intenções educativas e pedagógicas que delineei para com os diversos intervenientes no processo educativo, estabelecendo as bases da minha ação educativa no contexto. Este relatório inclui um capítulo dedicado à investigação que surgiu das minhas observações ao longo da PPS II. Por esse motivo, realizei uma investigação de natureza quantitativa/interpretativa, focada no estudo da perspetiva da educadora acerca da participação das crianças numa sala de Jardim de Infância em contexto do MEM, cujos objetivos são: i) a conceção de participação dos atores envolvidos na OS: educadora cooperante, ii) instrumentos de pilotagem do MEM como promotores da participação ativa das crianças e iii) o papel da educadora numa sala em que as crianças são o centro da ação. A recolha de dados envolveu a utilização de diversas técnicas e instrumentos, incluído a observação direta, registadas através das notas de campo. Além disso, foi realizada uma entrevista estruturada à educadora cooperante e um autoentrevista, conduzidas com base num guião específico elaborado para esta investigação. Para analisar os dados obtidos das diversas técnicas de recolha de dados, recorreu-se à técnica de análise de conteúdo. Neste sentido esta investigação contribuiu para esclarecer diversos conceitos, nomeadamente o conceito de participação. Além disso, permitiu-me analisar os instrumentos de pilotagem do MEM e os momentos da rotina diária das crianças que promovem a participação ativa das crianças. Por último, é realizada uma análise reflexiva sobre o meu percurso académico e experiência profissional, realçando os contributos e influencias na construção da minha identidade profissional e no meu desenvolvimento tanto pessoal como social. Por fim, são apresentadas as considerações finais desta investigação, sintetizando as principais aprendizagens e conclusões retiradas de todo este longo percurso.
ABSTRACT The internship report presented here is part of Supervised Professional Practice II and its purpose is to describe my practice as a trainee educator in a reflective and reasoned way, over the course of four months of pedagogical intervention in a Private Social Solidarity Institution, in the pre-school area. This work was carried out with a group of twenty-five children aged between three and six. Readers will find a detailed characterization of the context in which the action took place, based on the educational and pedagogical intentions I outlined for the various players in the educational process, laying the foundations for my educational action in the context. This report includes a chapter dedicated solely to the research that emerged from my observations during PPS II. For this reason, I carried out a quantitative/interpretive investigation, focused on studying the teacher's perspective on children's participation in a kindergarten classroom in the context of MEM, the objectives of which are: i) the concept of participation of the actors involved in the OS: cooperating teacher, ii) MEM's pilot instruments as promoters of children's active participation and iii) the teacher's role in a classroom where children are the center of the action. Data collection involved the use of various techniques and instruments, including direct observation, recorded through field notes. In addition, a structured interview was conducted with the cooperating teacher and a self-interview, based on a specific script drawn up for this research. To analyze the data obtained from the various data collection techniques, content analysis was used. In this sense, this research has helped to clarify various concepts, particularly the concept of participation. It also allowed me to analyze the MEM's pilot instruments and the moments in the children's daily routine that promote active participation. Finally, a reflective analysis is made of my academic career and professional experience, highlighting the contributions and influences on the construction of my professional identity and my personal and social development. Finally, the final considerations of this research are presented, summarizing the main lessons learned and conclusions drawn from this long journey.
ABSTRACT The internship report presented here is part of Supervised Professional Practice II and its purpose is to describe my practice as a trainee educator in a reflective and reasoned way, over the course of four months of pedagogical intervention in a Private Social Solidarity Institution, in the pre-school area. This work was carried out with a group of twenty-five children aged between three and six. Readers will find a detailed characterization of the context in which the action took place, based on the educational and pedagogical intentions I outlined for the various players in the educational process, laying the foundations for my educational action in the context. This report includes a chapter dedicated solely to the research that emerged from my observations during PPS II. For this reason, I carried out a quantitative/interpretive investigation, focused on studying the teacher's perspective on children's participation in a kindergarten classroom in the context of MEM, the objectives of which are: i) the concept of participation of the actors involved in the OS: cooperating teacher, ii) MEM's pilot instruments as promoters of children's active participation and iii) the teacher's role in a classroom where children are the center of the action. Data collection involved the use of various techniques and instruments, including direct observation, recorded through field notes. In addition, a structured interview was conducted with the cooperating teacher and a self-interview, based on a specific script drawn up for this research. To analyze the data obtained from the various data collection techniques, content analysis was used. In this sense, this research has helped to clarify various concepts, particularly the concept of participation. It also allowed me to analyze the MEM's pilot instruments and the moments in the children's daily routine that promote active participation. Finally, a reflective analysis is made of my academic career and professional experience, highlighting the contributions and influences on the construction of my professional identity and my personal and social development. Finally, the final considerations of this research are presented, summarizing the main lessons learned and conclusions drawn from this long journey.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Educação Pré-Escolar Participação Escuta ativa Children Pre-school education Participation Active listening
Citation
Cardoso, I. S. (2024). A educação para todos e com todos: direito à participação numa sala de Jardim de Infância em contexto de MEM (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/21385
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa