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Authors
Advisor(s)
Abstract(s)
O presente relatório, elaborado no âmbito da Unidade Curricular de Prática Profissional Supervisionada II, do 2º ano de Mestrado em Educação Pré-Escolar na Escola Superior de Educação de Lisboa, constitui uma reflexão sistemática e fundamentada dos processos vivenciados ao longo da minha prática em contexto de
Jardim de Infância (JI). Pretende apresentar tanto a caracterização do contexto em que estive inserida, como a da minha ação e intervenção junto das crianças e dos adultos que acompanhei, a par de uma investigação realizada sobre uma temática observada nesse mesmo contexto. A minha prática teve início, entre os dias 2 e 9 de outubro de 2023, num primeiro contexto socioeducativo, tendo sido retomada e levada a cabo, entre os dias 17 de outubro de 2023 e 31 de janeiro de 2024, num outro JI de Lisboa, junto de um grupo de 18 crianças com três anos de idade. Tendo por base a caracterização do contexto, que constituiu o pilar de toda a minha ação e intervenção para com o grupo de crianças, a sua junção à da minha ação deu origem à temática da investigação desenvolvida, que teve por título “um contexto bilíngue em educação pré-escolar: conceções e práticas de uma equipa educativa”. Para a sua realização, definiram-se como objetivos: i) analisar as vantagens e desvantagens do ensino bilíngue para as crianças em idade pré-escolar; ii) indagar o papel da equipa educativa neste tipo de ensino em contexto de JI. Do ponto de vista metodológico, a investigação consiste numa natureza mista, a partir do método de estudo de caso, baseado na utilização de várias técnicas e instrumentos de recolha de dados, tais como a observação direta (e indireta) e respetivas notas de campo, a análise documental, um inquérito por questionário e uma entrevista, tendo-se, posteriormente, recorrido à análise de conteúdo de toda a informação recolhida. Os resultados deste estudo poderão contribuir para uma reflexão pessoal e crítica sobre esta temática, mais precisamente, sobre os objetivos anteriormente referidos, concluindo que a implementação deste tipo de ensino constitui um ambiente rico em aprendizagens. Toda a ação e prática desenvolvida por mim, para com o grupo de crianças, com a equipa educativa, com as famílias e o contexto, assim como toda a investigação desenvolvida, resulta numa reflexão fundamentada e, consequentemente, numa importante aprendizagem, não só no tocante à experiência de investigação encetada, como à perspetivação da educadora que pretendo ser no futuro.
This report, drawn up as part of the Supervised Professional Practice II curricular unit of the 2nd year of the Master's Degree in Pre-School Education at the Lisbon School of Education, is a systematic and well-founded reflection on the processes I went through during my practice in a kindergarten setting. It aims to present a characterization of the context in which I worked, as well as my action and intervention with the children and adults I accompanied, along with an investigation carried out on a theme observed in that same context. My practice began between October 2 and 9, 2023, in a first socioeducational context, and was resumed and carried out between October 17, 2023 and January 31, 2024, in another kindergarten in Lisbon, with a group of 18 three-year-old children. Based on the characterization of the context, which was the pillar of all my action and intervention with the group of children, its combination with that of my action gave rise to the theme of the research carried out, which was entitled “a bilingual context in pre-school education: conceptions and practices of an educational team”. The objectives were: i) to analyze the advantages and disadvantages of bilingual teaching for pre-school children; ii) to investigate the role of the educational team in this type of teaching in a kindergarten context. From a methodological point of view, the research is of a mixed nature, using the case study method, based on the use of various data collection techniques and instruments, such as direct (and indirect) observation and respective field notes, document analysis, a questionnaire survey and an interview, and then content analysis of all the information collected. The results of this study could contribute to a personal and critical reflection on this subject, more precisely, on the aforementioned objectives, concluding that the implementation of this type of teaching constitutes an environment rich in learning. All the action and practice I have carried out with the group of children, the educational team, the families and the context, as well as all the research carried out, has resulted in a well-founded reflection and, consequently, in important learning, not only with regard to the research experience I have undertaken, but also with regard to the perspective of the educator I intend to be in the future.
This report, drawn up as part of the Supervised Professional Practice II curricular unit of the 2nd year of the Master's Degree in Pre-School Education at the Lisbon School of Education, is a systematic and well-founded reflection on the processes I went through during my practice in a kindergarten setting. It aims to present a characterization of the context in which I worked, as well as my action and intervention with the children and adults I accompanied, along with an investigation carried out on a theme observed in that same context. My practice began between October 2 and 9, 2023, in a first socioeducational context, and was resumed and carried out between October 17, 2023 and January 31, 2024, in another kindergarten in Lisbon, with a group of 18 three-year-old children. Based on the characterization of the context, which was the pillar of all my action and intervention with the group of children, its combination with that of my action gave rise to the theme of the research carried out, which was entitled “a bilingual context in pre-school education: conceptions and practices of an educational team”. The objectives were: i) to analyze the advantages and disadvantages of bilingual teaching for pre-school children; ii) to investigate the role of the educational team in this type of teaching in a kindergarten context. From a methodological point of view, the research is of a mixed nature, using the case study method, based on the use of various data collection techniques and instruments, such as direct (and indirect) observation and respective field notes, document analysis, a questionnaire survey and an interview, and then content analysis of all the information collected. The results of this study could contribute to a personal and critical reflection on this subject, more precisely, on the aforementioned objectives, concluding that the implementation of this type of teaching constitutes an environment rich in learning. All the action and practice I have carried out with the group of children, the educational team, the families and the context, as well as all the research carried out, has resulted in a well-founded reflection and, consequently, in important learning, not only with regard to the research experience I have undertaken, but also with regard to the perspective of the educator I intend to be in the future.
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 Educação bilíngue Inglês Aquisição da linguagem Prática profissional supervisionada Pre-school education Bilingual education English Language acquisition Supervised professional practice
Citation
Pinto, M. M. G. (2024). Um contexto bilíngue em educação pré-escolar: conceções e práticas de uma equipa educativa (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18088