| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.61 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Prática Profissional Supervisionada II (PPS II) e tem como intuito apresentar o meu percurso ao longo de aproximadamente quatro meses, numa sala de Jardim de Infância com um grupo de 26 crianças com idades compreendidas entre os 4 anos e os 6 anos.
Privilegiando-se uma perspetiva reflexiva, pretende-se espelhar a intervenção e a investigação desenvolvidas na sala de jardim de infância em referência. Para tal, apresenta-se uma caracterização reflexiva do contexto socioeducativo, nas suas diferentes dimensões (o meio, o contexto educativo, a equipa educativa, o ambiente
educativo, o grupo de crianças e as respetivas famílias), são explicitadas as intencionalidades pedagógicas que sustentaram e orientaram a minha ação educativa enquanto estagiária, apresenta-se a investigação que foi desenvolvida no decurso da prática intitulada “Ser amigo do dia é muito bom, porque fazemos tarefas” (M)
Participação da criança numa sala de pré-escolar, para a qual se traçaram os seguintes objetivos: (i) Conhecer de que forma é realizada a escolha do “amigo do dia”, (ii) Identificar e caracterizar as tarefas do “amigo do dia”, (iii) Analisar a importância/potencialidades de ser “amigo do dia” para a criança e para o grupo; (iv)
Caracterizar e analisar a reação/comportamento do grupo perante a liderança do “amigo do dia”. Por fim, apresenta-se ainda uma reflexão sobre a construção da identidade profissional, resultante do percurso vivenciado ao longo das Práticas Profissionais Supervisionadas. Considerando os propósitos traçados para a investigação mencionada, optouse pela realização de um estudo de caso, tendo-se recorrido a diferentes técnicas e instrumentos de recolha de dados, tais como: observação direta participante, com o
registo de notas de campo apoidas por registos fotográficos e em vídeo, e observação indireta, através da realização de entrevistas semiestruturadas à equipa educativa e ao grupo de crianças, orientadas por guiões previamente elaborados para este estudo. Os dados recolhidos foram analisados através da técnica de análise de conteúdo. Com a presente investigação foi possível compreender que materiais e estratégias são utilizados para a escolha do “amigo do dia” e de que forma é que esse papel contribui para a participação da criança numa sala de pré-escolar. Com efeito, os dados revelam que a assunção do mesmo, promove a participação da criança de uma forma bastante positiva, tanto para a criança que assume, como para o restante grupo, através da realização de várias tarefas que potencializam a participação ativa, revelando diversas vantagens para o desenvolvimento da mesma ao assumi-lo, nomeadamente a autonomia, cooperação, responsabilidade e liderança.
This report was carried out within the scope of Supervised Professional Practice II (PPS II) and aims to present my journey over approximately four months, in a Kindergarten room with a group of 26 children aged between 4 years and the 6 years. Privileging a reflective perspective, it is intended to mirror the intervention and research carried out in the kindergarten room in question. To this end, a reflective characterization of the socio-educational context is presented, in its different dimensions (the environment, the educational context, the educational team, the educational environment, the group of children and their families), the pedagogical intentions that supported and guided my educational action as an intern, we present the investigation that was developed during the practice entitled “Being a friend of the day is very good, because we do tasks” (M). Participation of the child in a preschool room, for the purpose of which the following objectives were outlined: (i) Knowing how the “friend of the day” is chosen, (ii) Identifying and characterizing the tasks of the “friend of the day”, (iii) Analysing the importance/potential of being “friend of the day” for the child and the group; (iv) Characterize and analyse the reaction/behaviour of the group towards the leadership of the “friend of the day”. Finally, it also presents a reflection on the construction of professional identity, resulting from the path experienced throughout the Supervised Professional Practices. Considering the purposes outlined for the aforementioned investigation, it was decided to carry out a case study, having resorted to different techniques and data collection instruments, such as: direct participant observation, with the recording of field notes supported by photographic and video recordings, and indirect observation, through semi-structured interviews with the educational team and the group of children, guided by scripts previously prepared for this study. The collected data were analysed using the content analysis technique. With the present investigation, it was possible to understand which materials and strategies are used to choose the “friend of the day” and how this role contributes to the child's participation in a preschool classroom. Indeed, the data reveal that the assumption of the same, promotes the participation of the child in a very positive way, both for the child who assumes, as for the rest of the group, through the accomplishment of several tasks that potentiate the active participation, revealing diverse advantages for the development of the same when assuming it, namely autonomy, cooperation, responsibility and leadership.
This report was carried out within the scope of Supervised Professional Practice II (PPS II) and aims to present my journey over approximately four months, in a Kindergarten room with a group of 26 children aged between 4 years and the 6 years. Privileging a reflective perspective, it is intended to mirror the intervention and research carried out in the kindergarten room in question. To this end, a reflective characterization of the socio-educational context is presented, in its different dimensions (the environment, the educational context, the educational team, the educational environment, the group of children and their families), the pedagogical intentions that supported and guided my educational action as an intern, we present the investigation that was developed during the practice entitled “Being a friend of the day is very good, because we do tasks” (M). Participation of the child in a preschool room, for the purpose of which the following objectives were outlined: (i) Knowing how the “friend of the day” is chosen, (ii) Identifying and characterizing the tasks of the “friend of the day”, (iii) Analysing the importance/potential of being “friend of the day” for the child and the group; (iv) Characterize and analyse the reaction/behaviour of the group towards the leadership of the “friend of the day”. Finally, it also presents a reflection on the construction of professional identity, resulting from the path experienced throughout the Supervised Professional Practices. Considering the purposes outlined for the aforementioned investigation, it was decided to carry out a case study, having resorted to different techniques and data collection instruments, such as: direct participant observation, with the recording of field notes supported by photographic and video recordings, and indirect observation, through semi-structured interviews with the educational team and the group of children, guided by scripts previously prepared for this study. The collected data were analysed using the content analysis technique. With the present investigation, it was possible to understand which materials and strategies are used to choose the “friend of the day” and how this role contributes to the child's participation in a preschool classroom. Indeed, the data reveal that the assumption of the same, promotes the participation of the child in a very positive way, both for the child who assumes, as for the rest of the group, through the accomplishment of several tasks that potentiate the active participation, revealing diverse advantages for the development of the same when assuming it, namely autonomy, cooperation, responsibility and leadership.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Participação Amigo do dia Educação de Infância Participation Friend of the day Childhood education
Citation
Lopinhos, I. F. B. (2023). “Ser amigo do dia é muito bom, porque fazemos tarefas”(M) - Participação da criança numa sala de pré-escolar(Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16516