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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular (UC) Prática Profissional Supervisionada II (PPS II), possuindo como um dos seus grandes objetivos apresentar uma análise crítica e reflexiva do processo vivido durante a prática e investigação desenvolvidas em contexto de Jardim de Infância (JI), enquanto educadora estagiária. Este processo foi desenvolvido numa Instituição Particular de Solidariedade Social (IPSS), localizada na freguesia de Marvila, com um grupo de 23 crianças. A prática teve um período de aproximadamente 5 meses, sendo desenvolvida numa instituição que se regia pelo modelo pedagógico do Movimento da Escola Moderna (MEM).
Assim, em primeiro lugar, será apresentada ao leitor uma caracterização do contexto educativo, as intenções que delineei e que me ajudaram a guiar a minha prática e, por fim, será exibida ainda a avaliação de toda a intervenção. Em segundo lugar, encontra-se a investigação realizada. Foi ao observar as práticas pedagógicas, realizadas no contexto onde estive inserida, que eu tomei consciência da importância dos instrumentos de pilotagem e como tal a investigação que será apresentada incide sobre o processo de apropriação destes instrumentos por parte de crianças de 3 e 4 anos, tendo em conta o seu tempo de frequência em JI. Esta investigação recai apenas sobre dois instrumentos de pilotagem: o Contar, Mostrar ou Escrever e o Plano do dia.
Os resultados evidenciaram que as crianças de 4 anos possuem estes dois instrumentos bem apropriados, pelo que acabavam por utilizá-los muitas vezes e de forma autónoma, sendo raras as ocasiões em que o adulto necessitava de oferecer algum apoio. Em contrapartida, as crianças de 3 anos ainda não possuíam estes instrumentos apropriados, uma vez que necessitavam do apoio/incentivo recorrente por parte de um adulto ou de um colega mais velho.
Através deste relatório e das experiências que vivenciei, tanto na PPS I como na PPS II, é possível destacar a importância de continuar a trabalhar e a desenvolver a minha identidade profissional. Todas as dificuldades sentidas, aprendizagens e conhecimentos adquiridos contribuíram para a construção da minha profissionalidade e aproximaram-me um pouco mais da educadora que um dia ambiciono ser.
ABSTRACT This report is part of the Curricular Unit (UC) Supervised Professional Practice II (PPS II), having as one of its main objectives to present a critical and reflective analysis of the process experienced during the practice and research developed in a Kindergarten context (JI), as a trainee educator. This process was developed in a Private Institution of Social Solidarity (IPSS), located in the parish of Marvila, with a group of 23 children. The practice had a period of approximately 5 months, being developed in an institution that was governed by the pedagogical model of the Modern School Movement (MEM). Thus, firstly, the reader will be presented with a characterization of the educational context, the intentions that I outlined and, finally, the evaluation of the whole intervention will be shown. Secondly, is the research carried out. It was while observing the pedagogical practices, carried out in the context where I was inserted, that I became aware of the importance of the piloting instruments and as such the research that will be presented focuses on the process of appropriation of these instruments by 3 and 4 year old children, taking into account their time at kindergarten. This research focuses on only two piloting instruments: the Tell, Show or Write and the Plan of the Day. The results showed that the 4 year olds had these two instruments well suited, so they used them often and autonomously, and the occasions when the adult needed to offer some support were rare. On the other hand, the 3-year-olds did not possess these appropriate tools yet, as they required recurrent support/incentive from an adult or older peer. Through this report and the experiences I had, both in PPS I and PPS II, it is possible to highlight the importance of continuing to work and develop my professional identity. All the difficulties experienced, learning and knowledge acquired contributed to the construction of my professionality and brought me a little closer to the kindergarten teacher I aspire to be one day.
ABSTRACT This report is part of the Curricular Unit (UC) Supervised Professional Practice II (PPS II), having as one of its main objectives to present a critical and reflective analysis of the process experienced during the practice and research developed in a Kindergarten context (JI), as a trainee educator. This process was developed in a Private Institution of Social Solidarity (IPSS), located in the parish of Marvila, with a group of 23 children. The practice had a period of approximately 5 months, being developed in an institution that was governed by the pedagogical model of the Modern School Movement (MEM). Thus, firstly, the reader will be presented with a characterization of the educational context, the intentions that I outlined and, finally, the evaluation of the whole intervention will be shown. Secondly, is the research carried out. It was while observing the pedagogical practices, carried out in the context where I was inserted, that I became aware of the importance of the piloting instruments and as such the research that will be presented focuses on the process of appropriation of these instruments by 3 and 4 year old children, taking into account their time at kindergarten. This research focuses on only two piloting instruments: the Tell, Show or Write and the Plan of the Day. The results showed that the 4 year olds had these two instruments well suited, so they used them often and autonomously, and the occasions when the adult needed to offer some support were rare. On the other hand, the 3-year-olds did not possess these appropriate tools yet, as they required recurrent support/incentive from an adult or older peer. Through this report and the experiences I had, both in PPS I and PPS II, it is possible to highlight the importance of continuing to work and develop my professional identity. All the difficulties experienced, learning and knowledge acquired contributed to the construction of my professionality and brought me a little closer to the kindergarten teacher I aspire to be one day.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Movimento da Escola Moderna Apropriação Instrumentos de pilotagem Tempo de frequência Jardim de Infância Modern School Movement Appropriation Piloting Instruments Attendance Time Kindergarten
Citation
Marques, S. I. L. (2022). Apropriação dos instrumentos de pilotagem por parte de crianças de 3 e 4 anos num grupo do movimento da escola moderna (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15864