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Authors
Advisor(s)
Abstract(s)
O presente relatório emerge da Prática Profissional Supervisionada (Módulo II), do mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa, decorrido em contexto de jardim de infância (JI).
Neste documento, será apresentado o trabalho desenvolvido neste contexto de forma refletida, avaliando, deste modo, a minha prática educativa, que contribuiu para a construção da minha identidade profissional.
Para tal, será apresentada a caracterização do contexto onde se realizou a prática; serão também evidenciadas quais as minhas intenções para com aquele grupo de crianças, equipa educativa e famílias. Fará também parte deste documento um capítulo relacionado com a construção da profissionalidade docente, no qual se refletirá acerca do meu percurso percorrido nos contextos de creche e de JI.
Ao longo da prática, surgiu um projeto, o projeto do Hospital, que deu origem à investigação realizada, na medida em que as crianças quiseram construir um hospital na sala. Assim sendo, foi realizado um estudo de caso de natureza qualitativa, que emergiu da problemática relacionada com a participação das crianças na reorganização da área do faz de conta.
Através da utilização de diversas técnicas (entrevistas semiestruturadas) e instrumentos de recolha de dados (notas de campo, reflexões e registos fotográficos) e da triangulação dos dados obtidos, pretendeu-se perceber de que forma é que as crianças participam na reorganização de uma área da sala e se tal facto contribui (ou não) para a sua aprendizagem. Os resultados deste estudo apontam para as seguintes conclusões: (i) as crianças tiveram um papel ativo, quer na fase do planeamento, quer na construção/alteração do espaço, o que foi importante no seu processo de aprendizagem e de construção social; (ii) o direito à não participação deve ser sempre assegurado e representa a liberdade que as crianças têm em poder dizer não num ambiente democrático; (iii) o adulto deve saber ouvir as vozes das crianças, reconhecendo-as como agentes do seu processo de aprendizagem.
ABSTRACT The present report emerges from the Supervised Professional Practice (Module II) of the Master degree in Pre-School Education at the Lisbon Higher Education School, elapsed in a kindergarten context (JI). In this document the work developed will be presented in this context of reflected form, evaluating, in this way, my educational practice, that contributed to the construction of my professional identity. For such, it will be presented the characterization of the context, where practice was performed, will also, be evidenced which were my intentions for that group of children, educational team and their families. It will be also part of this document a chapter related with the construction of the teaching profession, in which It will be reflected, about, my progress, in both day care center and kindergarten contexts. Throughout the practice, a project came to life, the Hospital project, which has originated the performed research, in the means that the children wanted to build a hospital in their room. Therefore, a case study of a qualitative nature was performed, which emerged from the problematic related with children's participation in the reorganization of the make-believe area. Using various techniques (semi-structured interviews) and data collection instruments (field notes, reflections and photographic records) and the triangulation of the data obtained, it was intended to understand how children participate in the reorganization of a room area and whether this contributes (or not) to their learning. The results of this study point to the following conclusions: (i) children have had an active role, both in the planning phase and in the construction/alteration of space, which was important in their learning and social construction process; (ii) the right to non-participation must always be ensured and represents the freedom that children have to be able to say not in a democratic environment; (iii) the adult should be able to listen to the voices of children, recognizing them like as agents of their learning process.
ABSTRACT The present report emerges from the Supervised Professional Practice (Module II) of the Master degree in Pre-School Education at the Lisbon Higher Education School, elapsed in a kindergarten context (JI). In this document the work developed will be presented in this context of reflected form, evaluating, in this way, my educational practice, that contributed to the construction of my professional identity. For such, it will be presented the characterization of the context, where practice was performed, will also, be evidenced which were my intentions for that group of children, educational team and their families. It will be also part of this document a chapter related with the construction of the teaching profession, in which It will be reflected, about, my progress, in both day care center and kindergarten contexts. Throughout the practice, a project came to life, the Hospital project, which has originated the performed research, in the means that the children wanted to build a hospital in their room. Therefore, a case study of a qualitative nature was performed, which emerged from the problematic related with children's participation in the reorganization of the make-believe area. Using various techniques (semi-structured interviews) and data collection instruments (field notes, reflections and photographic records) and the triangulation of the data obtained, it was intended to understand how children participate in the reorganization of a room area and whether this contributes (or not) to their learning. The results of this study point to the following conclusions: (i) children have had an active role, both in the planning phase and in the construction/alteration of space, which was important in their learning and social construction process; (ii) the right to non-participation must always be ensured and represents the freedom that children have to be able to say not in a democratic environment; (iii) the adult should be able to listen to the voices of children, recognizing them like as agents of their learning process.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para a obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Crianças Jardim de infância Participação Organização do espaço Children Kindergarten Participation Organization of the space
Citation
Dias, A. F. S. (2019). “Gostei mais de termos sido nós a mudar o espaço, porque nós somos mais inteligentes!” (H). A participação das crianças na reorganização da área do faz de conta (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10286