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Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada, sendo referente à intervenção e investigação concretizadas em contexto de Jardim de Infância. Assim, tem por objetivo demonstrar e ilustrar, de forma reflexiva e fundamentada a minha intervenção. Desta forma, apresento, primeiramente, uma caracterização reflexiva do contexto socioeducativo. Esta caracterização foi realizada no sentido de conhecer e analisar o contexto em que as crianças se inserem para, assim, poder adaptar a minha ação nos grupos em que decorreu a intervenção.
A organização educativa é uma instituição particular de solidariedade social e integra as valências de creche (4 meses aos 3 anos) e de JI (3 aos 6 anos). A Instituição tem como referência o modelo pedagógico do Movimento de Escola Moderna. É um dos três grupos do JI, com 5 crianças de 3 anos e 11 de cinco anos. Um grupo muito participativo e motivado, que demonstra iniciativa e autonomia na dinamização de projetos.
Como problemática de investigação, este trabalho estuda o modo como as crianças novatas e veteranas interagem entre si, em momentos de brincadeira e momentos de refeição. Nesse âmbito, procuro, primeiramente, fundamentar e justificar teoricamente as minhas propostas, e, em seguida ilustrar e analisar criticamente a minha intervenção. Esta teve por base a metodologia da investigação que se assemelha às do estudo caso. Pois, fenómeno observado em contexto natural, sendo o do observador neutro, ou seja, sem utilização de controles ou manipulação (Meirinhos & Osório, 2010). Com os dados desta investigação, pude concluir que as interações entre veteranos e novatos ocorrem durante a rotina, quer nos momentos de refeição, quer nos momentos de brincadeira. Assim como as interações mais observadas, em ambos os momentos, são interações de socialização.
Por fim, apresento as considerações finais onde reflito sobre a forma como a prática consolidou a minha identidade enquanto futura educadora de infância. Como educadora pretendo construir um ambiente potenciador da autonomia das crianças, um ambiente agradável à família e a toda a vivência da criança e que seja principalmente um ambiente seguro. Pretendo ainda criar uma relação de proximidade e afeto com as crianças, tendo em conta a sua individualidade, nomeadamente, as caraterísticas, os interesses e as necessidades individuais de cada criança.
ABSTRACT The current report emerges from the Supervised Professional Practice, being related to intervention and research implemented in kindergarten context. Therefore, it is meant to demonstrate and illustrate, in a thoughtful and grounded perspective, my intervention. In this way, I present, first of all, a reflective characterization of the socio-educational context. This characterisation was made in the sense of knowing and analysing the context in which the children are placed in order to be able to adapt my behaviour in the groups in which the intervention was conducted. The educational organization is a private institution of social solidarity and integrates the values of nursery school (4 months to 3 years) and of kindergarten (3 to 6 years). The Institution has as a reference the pedagogical model of the Modern School Movement. It is one of the three groups of the kindergarten, with 5 children of 3 years and 11 of 5 years. It is a very participative and motivated group that demonstrates initiative and autonomy in the dynamisation of projects. As a problem of research, this work studies the way in which novice and veteran children interact with each other, in moments of play and moments of meal. In that regard I first seek theoretically substantiate and justify my proposals, and then illustrate and critically analyse my intervention. These was based on a research methodology similar to that of the case-study. Therefore, phenomenon observed in a natural context, being that of the neutral observer, in other words, without the use of controls or manipulation (Meirinhos & Osório, 2010). With the data from this research, I was able to conclude that the interactions between veterans and beginners occur during the routine, whether at mealtimes, or at playtime. As well as the most observed interactions, at both moments, are socialization interactions. Lastly, I present the final considerations where I reflect on how practice has consolidated my identity as a future nursery school teacher. As an educator I intend to build an environment that enhances the autonomy of children, an environment that is pleasant to the family and to all the children's experience and that is mainly a safe environment. I would also like to create a relationship of closeness and affection with children, taking into account their individuality, including their individual characteristics, interests and needs.
ABSTRACT The current report emerges from the Supervised Professional Practice, being related to intervention and research implemented in kindergarten context. Therefore, it is meant to demonstrate and illustrate, in a thoughtful and grounded perspective, my intervention. In this way, I present, first of all, a reflective characterization of the socio-educational context. This characterisation was made in the sense of knowing and analysing the context in which the children are placed in order to be able to adapt my behaviour in the groups in which the intervention was conducted. The educational organization is a private institution of social solidarity and integrates the values of nursery school (4 months to 3 years) and of kindergarten (3 to 6 years). The Institution has as a reference the pedagogical model of the Modern School Movement. It is one of the three groups of the kindergarten, with 5 children of 3 years and 11 of 5 years. It is a very participative and motivated group that demonstrates initiative and autonomy in the dynamisation of projects. As a problem of research, this work studies the way in which novice and veteran children interact with each other, in moments of play and moments of meal. In that regard I first seek theoretically substantiate and justify my proposals, and then illustrate and critically analyse my intervention. These was based on a research methodology similar to that of the case-study. Therefore, phenomenon observed in a natural context, being that of the neutral observer, in other words, without the use of controls or manipulation (Meirinhos & Osório, 2010). With the data from this research, I was able to conclude that the interactions between veterans and beginners occur during the routine, whether at mealtimes, or at playtime. As well as the most observed interactions, at both moments, are socialization interactions. Lastly, I present the final considerations where I reflect on how practice has consolidated my identity as a future nursery school teacher. As an educator I intend to build an environment that enhances the autonomy of children, an environment that is pleasant to the family and to all the children's experience and that is mainly a safe environment. I would also like to create a relationship of closeness and affection with children, taking into account their individuality, including their individual characteristics, interests and needs.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-escolar
Keywords
Interações sociais Veteranos Novatos Jardim de infância Social interactions Veterans Beginners Preschool
Citation
Soares, V. S. (2019). Interações entre veteranos e novatos em movimentos de brincadeira e movimentos de refeição (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10879
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa