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Abstract(s)
O presente relatório elaborado no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada (PPS) realizado num Jardim de Infância (JI) público no concelho de Lisboa, com um grupo de crianças entre os 3 e os 6 anos de idade. Este trabalho retrata de forma reflexiva o meu percurso enquanto educadora estagiária, apresentando e descrevendo o decurso e desenvolvimento no período de quatro meses da minha intervenção pedagógica, desenvolvendo uma atitude investigativa.
Numa primeira parte apresenta-se a caracterização do contexto socioeducativo, segundo as intencionalidades educativas que delineei e procurei concretizar ao longo do processo de intervenção, bem como a sua avaliação. No capítulo seguinte, numa posição investigativa, é apresentada a investigação realizada no contexto, referente à feminização da profissão docente. De forma a compreender a ausência descomedida dos elementos do sexo masculino, a forte presença da mulher na educação de infância e ainda as diferenças entre a profissão de educador de infância e professor, escutaram-se as vozes das vinte e cinco crianças da sala em que decorreu a intervenção.
Esta investigação de natureza qualitativa, reflete-se no método de estudo de caso, tendo sido utilizado como instrumento de recolha de dados o registo videográfico e, posteriormente, transcritas e registadas em suporte digital. Os resultados deste estudo apontam para o desconhecimento da presença do sexo masculino na educação de infância e, também, na ambiguidade entre as diferenças das funções da profissão de educador de infância e professor.
Por último, capítulo é apresentada uma reflexão sobre a construção da profissionalidade docente como educadora de infância.
Este relatório consiste, assim, num contributo primordial para o desenvolvimento de uma prática profissional futura assente na observação, reflexão e investigação, enquanto futura educadora de infância.
ABSTRACT This report was prepared within the scope of the Curricular Unit (UC) of Supervised Professional Practice (PPS) carried out in a public kindergarten (JI) in the municipality of Lisbon, with a group of children between 3 and 6 years of age. This work reflects my reflective course as a trainee educator, presenting and describing the course and development in the period of four months of my pedagogical intervention, developing an investigative attitude. In a first part we present the characterization of the socio-educational context, according to the educational intentions that I outlined and tried to concretize throughout the intervention process, as well as its evaluation. In the following chapter, in an investigative position, the research carried out in the context, concerning the feminisation of the teaching profession, is presented. In order to understand the unimpressed absence of male elements, the strong presence of women in early childhood education and the differences between the profession of childhood educator and teacher, the voices of the twenty-five children in the room were heard the intervention took place. This research of a qualitative nature is reflected in the case study method, and the videographic record was used as a data collection instrument and subsequently transcribed and recorded in digital format. The results of this study point to the lack of knowledge about the presence of males in childhood education and also on the ambiguity between the differences in the functions of the profession of childhood educator and teacher. Finally, the chapter presents a reflection on the construction of teaching professionalism as a kindergarten teacher. This report is therefore a major contribution to the development of future professional practice based on observation, reflection and research as a future childcare teacher.
ABSTRACT This report was prepared within the scope of the Curricular Unit (UC) of Supervised Professional Practice (PPS) carried out in a public kindergarten (JI) in the municipality of Lisbon, with a group of children between 3 and 6 years of age. This work reflects my reflective course as a trainee educator, presenting and describing the course and development in the period of four months of my pedagogical intervention, developing an investigative attitude. In a first part we present the characterization of the socio-educational context, according to the educational intentions that I outlined and tried to concretize throughout the intervention process, as well as its evaluation. In the following chapter, in an investigative position, the research carried out in the context, concerning the feminisation of the teaching profession, is presented. In order to understand the unimpressed absence of male elements, the strong presence of women in early childhood education and the differences between the profession of childhood educator and teacher, the voices of the twenty-five children in the room were heard the intervention took place. This research of a qualitative nature is reflected in the case study method, and the videographic record was used as a data collection instrument and subsequently transcribed and recorded in digital format. The results of this study point to the lack of knowledge about the presence of males in childhood education and also on the ambiguity between the differences in the functions of the profession of childhood educator and teacher. Finally, the chapter presents a reflection on the construction of teaching professionalism as a kindergarten teacher. This report is therefore a major contribution to the development of future professional practice based on observation, reflection and research as a future childcare teacher.
Description
Relatório de Estágio 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 Educadores de infância Professores Profissão Género Feminização Supervised professional practice Kindergarten Teachers Profession Genre Feminisation
Citation
Batista, I. S. (2019). Ser educadora é diferente de ser professora. Funções, práticas e significados de crianças de um jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10317