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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada II (PPS II) do 2.º ano do Mestrado em Educação Pré-Escolar (MEPE) da Escola Superior de Educação de Lisboa (ESELx). Tratando-se de um trabalho reflexivo que carateriza o desenvolvimento de uma atitude investigativa e a prática
pedagógica enquanto estagiária, apresenta-se o caminho percorrido entre o dia 18 de outubro de 2021 e o dia 18 de fevereiro de 2022, num Jardim de Infância da rede pública de Lisboa, com crianças com idades compreendidas entre os 3 e os 6 anos. Ao/à leitor/a é apresentada uma caracterização do contexto sobre o qual foi perspetivada a ação, alicerçada em intenções educativas e pedagógicas. Neste trabalho consta um capítulo em que se apresenta a investigação que emergiu da prática e que incide sobre as conceções de educadoras cooperantes e de estagiárias sobre a PPS II. Os objetivos da investigação são: i) compreender as motivações dos/as educadores/as cooperantes para a assunção do papel de cooperantes na PPS II do MEPE da ESELx e ii) analisar as conceções dos/as educadores/as cooperantes e de estagiárias relativamente à PPS II. Neste sentido, procurou-se escutar as vozes de estagiárias e educadoras cooperantes que colaboraram com a PPS II no presente ano letivo. Importa salientar que o trabalho desenvolvido se sustenta numa matriz
multidisciplinar que coloca em diálogo a Pedagogia e a Sociologia da Infância. Do ponto de vista metodológico, a investigação assume uma natureza qualitativa, tendo-se recorrido ao método de estudo de caso, numa perspetiva explanatória e a diferentes técnicas de recolha de dados, nomeadamente, inquérito por questionário e entrevistas semiestruturadas. Os resultados deste estudo contribuem para a discussão sobre aspetos que carecem de atenção na PPS II, sendo que as conclusões apontam para: i) a partilha de práticas e propostas pedagógicas enquanto principal motivação para a assunção do papel de educadora cooperante, constituindo a
reflexividade um benefício associado à orientação de estágios; ii) a adequação generalizada do processo de orientação; iii) o contacto com a realidade profissional e diferentes contextos, bem como a presença de mais um/a adulto/a na sala enquanto pontos fortes com maior expressão; iv) a sobreposição de UC e a curta duração da prática enquanto pontos fracos mais identificados; v) propostas de melhoria em consonância com os pontos fracos referidos: realização da PPS de forma isolada, mais acompanhamento por parte da ESELx, a revisão da duração da prática e a uniformização do processo.
ABSTRACT This report is part of the Supervised Professional Practice II (PPS II) of the 2nd year of the Master's Degree in Pre-School Education (MEPE) of Escola Superior de Educação de Lisboa (ESELx). As this is a reflective work that characterizes the development of an investigative attitude and the pedagogical practice as a trainee educator, it presents the path travelled between October 18, 2021 and February 18, 2022, in a public kindergarten in Lisbon, with children aged between 3 and 6 years old. The reader is presented with a characterization of the context in which the action was grounded, based on pedagogical intentions. This work includes a chapter that presents the research that emerged from the practice and focuses on the conceptions of the cooperating educators and trainees about the PPS II. The objectives of the research are: i) to understand the cooperating teachers' motivations for assuming the role of cooperating in the PPS II of the MEPE of ESELx and ii) to analyze the cooperating teachers' and trainees' conceptions about the PPS II. In this sense, we tried to listen to the voices of the trainees and cooperating educators who collaborated with the SPP II in the present school year. It is important to highlight that the work developed is based on a multidisciplinary matrix that puts in dialogue Pedagogy and Sociology of Childhood. From a methodological point of view, the research is qualitative in nature, having used the case study method in an explanatory perspective and different data collection techniques, namely questionnaire surveys and semi-structured interviews. The results of this study contribute to the discussion on aspects that need attention in the PPS II, and the conclusions point towards: i) the sharing of pedagogical practices and proposals as the main motivation for assuming the role of cooperating educator, with reflexivity being a benefit associated with the supervision of internships; ii) the generalized adequacy of the supervision process; iii) the contact with the professional reality and different contexts, as well as the presence of an additional adult in the classroom as strong points with greater expression; iv) the overlapping of UC and the short duration of the practice as the weak points identified; v) proposals for improvement such as: carrying out the PPS in isolation, more monitoring by ESELx, the revision of the duration of the practice and the standardization of the process.
ABSTRACT This report is part of the Supervised Professional Practice II (PPS II) of the 2nd year of the Master's Degree in Pre-School Education (MEPE) of Escola Superior de Educação de Lisboa (ESELx). As this is a reflective work that characterizes the development of an investigative attitude and the pedagogical practice as a trainee educator, it presents the path travelled between October 18, 2021 and February 18, 2022, in a public kindergarten in Lisbon, with children aged between 3 and 6 years old. The reader is presented with a characterization of the context in which the action was grounded, based on pedagogical intentions. This work includes a chapter that presents the research that emerged from the practice and focuses on the conceptions of the cooperating educators and trainees about the PPS II. The objectives of the research are: i) to understand the cooperating teachers' motivations for assuming the role of cooperating in the PPS II of the MEPE of ESELx and ii) to analyze the cooperating teachers' and trainees' conceptions about the PPS II. In this sense, we tried to listen to the voices of the trainees and cooperating educators who collaborated with the SPP II in the present school year. It is important to highlight that the work developed is based on a multidisciplinary matrix that puts in dialogue Pedagogy and Sociology of Childhood. From a methodological point of view, the research is qualitative in nature, having used the case study method in an explanatory perspective and different data collection techniques, namely questionnaire surveys and semi-structured interviews. The results of this study contribute to the discussion on aspects that need attention in the PPS II, and the conclusions point towards: i) the sharing of pedagogical practices and proposals as the main motivation for assuming the role of cooperating educator, with reflexivity being a benefit associated with the supervision of internships; ii) the generalized adequacy of the supervision process; iii) the contact with the professional reality and different contexts, as well as the presence of an additional adult in the classroom as strong points with greater expression; iv) the overlapping of UC and the short duration of the practice as the weak points identified; v) proposals for improvement such as: carrying out the PPS in isolation, more monitoring by ESELx, the revision of the duration of the practice and the standardization of the process.
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
Prática Profissional Supervisionada Jardim de Infância Educadora Cooperante Estagiária Supervised professional practice Kindergarten Cooperating educator Trainee
Citation
Silva, B. M. A. (2022). As duas faces do espelho: conceções de educadoras cooperantes e de estagiárias sobre a PPS II (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15712