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Abstract(s)
No âmbito da Unidade Curricular de Prática Profissional Supervisionada II, foi realizado o presente relatório, que descreve o trabalho desenvolvido ao longo de quatro meses de estágio, numa sala de Educação Pré-Escolar, com vinte e cinco crianças, entre os dois e os seis anos de idade. A Organização Socioeducativa adota como abordagem pedagógica a Pedagogia-em-Participação, que, tal como o nome indica, possui um grande cuidado com a participação e inclusão das crianças no seu processo de desenvolvimento e aprendizagem. Deste modo, o relatório aborda, por um lado, a caracterização do contexto socioeducativo, mais concretamente, do meio, do grupo de crianças, das suas famílias, da equipa pedagógica e do ambiente educativo, bem como a análise reflexiva da intervenção de estágio, nomeadamente as minhas intenções para a ação com as crianças, famílias e equipa, e o processo de intervenção da prática. Por outro lado, também inclui uma investigação centrada na voz da criança na Pedagogia-em-Participação, que permitiu refletir sobre as Pedagogias Transmissivas vs. Pedagogias Participativas, conhecer a Pedagogia-em-Participação, nomeadamente os seus princípios e fundamentos, a importância do ambiente educativo, as crianças como centro da ação, a planificação como dimensão promotora da escolha livre das crianças e, por último, analisar o perfil do educador e da equipa educativa na referida abordagem pedagógica. Os objetivos do estudo conduziram a um estudo de caso que permitiu refletir sobre o valor das pedagogias participativas, em concreto a Pedagogia-em-Participação, na promoção da autonomia das crianças em idade pré-escolar, bem como a uma análise do perfil do educador e da equipa educativa na valorização da voz das crianças, e à compreensão das representações das crianças sobre o valor das suas escolhas na organização da sua ação diária.
As part of the Supervised Professional Practice II curricular unit, this report describes the work carried out over four months in a pre-school classroom with twenty-five children aged between two and six. The Socio-Educational Organization adopts the Pedagogy-in-Participation pedagogical approach, which, as the name suggests, takes great care with the participation and inclusion of children in their development and learning process. In this way, the report covers, on the one hand, the characterization of the socio-educational context, more specifically, the environment, the group of children, their families, the teaching team and the educational environment, as well as the reflective analysis of the internship intervention, namely my intentions for the action with the children, families and team, and the process of intervention of the practice. On the other hand, it also includes research focused on the voice of the child in Pedagogy-in-Participation, which allowed us to reflect on Transmissive Pedagogies vs. Participatory Pedagogies, to learn about Pedagogy-in-Participation, namely its principles and foundations, the importance of the educational environment, children as the center of action, planning as a dimension that promotes children's free choice and, finally, to analyze the profile of the educator and the educational team in this pedagogical approach. The objectives of the study led to a case study that allowed us to reflect on the value of participatory pedagogies, specifically Pedagogy-in-Participation, in promoting the autonomy of pre-school children, as well as an analysis of the profile of the educator and the educational team in valuing the children's voice and understanding the children's representations of the value of their choices in organizing their daily actions.
As part of the Supervised Professional Practice II curricular unit, this report describes the work carried out over four months in a pre-school classroom with twenty-five children aged between two and six. The Socio-Educational Organization adopts the Pedagogy-in-Participation pedagogical approach, which, as the name suggests, takes great care with the participation and inclusion of children in their development and learning process. In this way, the report covers, on the one hand, the characterization of the socio-educational context, more specifically, the environment, the group of children, their families, the teaching team and the educational environment, as well as the reflective analysis of the internship intervention, namely my intentions for the action with the children, families and team, and the process of intervention of the practice. On the other hand, it also includes research focused on the voice of the child in Pedagogy-in-Participation, which allowed us to reflect on Transmissive Pedagogies vs. Participatory Pedagogies, to learn about Pedagogy-in-Participation, namely its principles and foundations, the importance of the educational environment, children as the center of action, planning as a dimension that promotes children's free choice and, finally, to analyze the profile of the educator and the educational team in this pedagogical approach. The objectives of the study led to a case study that allowed us to reflect on the value of participatory pedagogies, specifically Pedagogy-in-Participation, in promoting the autonomy of pre-school children, as well as an analysis of the profile of the educator and the educational team in valuing the children's voice and understanding the children's representations of the value of their choices in organizing their daily actions.
Description
Relatório de Prática Profissional Supervisionada – Módulo II (PPS II) apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Pedagogia em Participação Autonomia Planificação Prática profissional supervisionada Pre-school education Pedagogy in participation Autonomy Planning Supervised professional practice
Citation
Morgado, M. M. (2024). “Eu quero fazer um desenho com a I.P. e vou fazer flocos de neve”(M.R.): representações sobre a voz da criança na pedagogia-em-participação (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18079