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Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada em Jardim de Infância, do Mestrado em Educação Pré-Escolar. Este documento traduz-se numa análise crítica do trabalho desenvolvido com um grupo de crianças entre os 3 e 5 anos, sendo o culminar de todo o processo de intervenção desenvolvido ao longo de, aproximadamente, quatro meses. Neste, relatam-se de forma reflexiva e fundamentada todas as vivências tidas e realiza-se uma investigação assente numa problemática emergente do contexto da prática.
No seguimento dos momentos de observação do contexto socioeducativo que realizei diariamente, destaco a existência de um trabalho em equipa baseado na cooperação entre os elementos da equipa de sala que integrei. Sendo um tema que já me vinha a despertar particular interesse, em face das experiências anteriores vivenciadas, considerei pertinente desenvolver uma investigação que procurasse compreender o que caracteriza um trabalho em equipa baseado na cooperação numa equipa educativa de sala e qual a sua importância para o funcionamento do grupo. Para o efeito, optei pela realização de um estudo de caso, assente numa abordagem qualitativa ou interpretativa, visando: i) conhecer estratégias para um trabalho em equipa baseado na cooperação, ii) conhecer as conceções da equipa educativa sobre trabalho em equipa, iii) identificar fatores que condicionam o trabalho em equipa e iv) identificar os contributos do trabalho em equipa para o grupo de crianças, para as famílias e para a própria equipa. A recolha de dados foi sustentada a partir de técnicas de observação direta – registo de notas de campo – e de técnicas de observação indireta – entrevistas semi-diretas, conversas informais com a educadora cooperante e a auxiliar de ação educativa da respetiva sala e, ainda, uma entrevista semi-diretiva com a coordenadora pedagógica da instituição. Para a análise de dados recorreu-se à análise de conteúdo através da construção de tabelas de análise categorial.
Os dados reunidos sustentam a importância da colaboração e da cooperação entre os elementos de uma equipa de sala, a qual assenta em princípios como a entreajuda e apoio (desde o planeamento ao desenvolvimento da ação pedagógica), a partilha, o respeito mútuo e a comunicação aberta e honesta. Os dados revelaram ainda que a cooperação entre elementos de uma equipa educativa de sala traz benefícios: para as crianças – a prática enriquecida e a relação entre a equipa como espelho; para as famílias – uma maior proximidade e uma melhoria das práticas; para a equipa de sala – um apoio constante e uma maior abertura para novas ideias e opiniões; e ainda para o próprio profissional – o combate ao isolamento e individualismo, o aprimoramento das capacidades de superação, uma maior confiança e um maior bem-estar no trabalho. Por último, os dados evidenciam que o trabalho em equipa é condicionado por um conjunto de fatores humanos e institucionais.
ABSTRACT This report comes within the scope of Supervised Professional Practice in kindergarten, of the Masters in Pre-School Education. This document falls on a critical analysis of the work carried out with a group of children between the ages of 3 and 5, being the culmination of the whole process of intervention developed over approximately four months. Also, all the experiences are reported in a reflexive and grounded manner and an investigation based on a problematic emerging from the context of the practice is developed. Following the moments of observation of the socio-educational context that I performed daily, what stood out the most was the cooperation in teamwork between the elements of the classroom which I integrated. Being an issue that had already aroused a particular interest in me, mostly due to previous experiences, I considered pertinent to develop an investigation that seeks to understand what characterizes teamwork based on cooperation in a classroom team and how important it is for the operation of the group. To this end, a case study was carried out, based on a qualitative or interpretative approach, aiming at: i) knowing strategies for teamwork based on cooperation, ii) knowing the concepts of the educational team on teamwork, iii) identifying factors that condition teamwork and iv) identifying the contributions of teamwork for the children, families and the team itself. Data collection was supported by direct observation techniques - recording field notes - and indirect observation techniques - semi-directive interviews and informal conversations with the cooperating educator and the auxiliary educational action of the respective classroom and a semi-directive interview with the pedagogical coordinator of the institution. For the analysis of data, content analysis was used through the construction of categorial analysis tables. The collected data support the importance of collaboration and cooperation between the elements of a classroom team, which is based on principles such as mutual aid and support (from planning to the development of pedagogical action), sharing, mutual respect and open and honest communication. The data also revealed that cooperation between elements of a classroom educational team brings benefits: for children - the enriched practice and the relationship between the team as a mirror; for families – a closer proximity and better practice; for the room team – a constant support and greater openness to new ideas and opinions; and even for the professional himself - combating isolation and individualism, improving coping skills, greater confidence and greater well-being at work. Finally, the data show that teamwork is conditioned by a set of human and institutional factors.
ABSTRACT This report comes within the scope of Supervised Professional Practice in kindergarten, of the Masters in Pre-School Education. This document falls on a critical analysis of the work carried out with a group of children between the ages of 3 and 5, being the culmination of the whole process of intervention developed over approximately four months. Also, all the experiences are reported in a reflexive and grounded manner and an investigation based on a problematic emerging from the context of the practice is developed. Following the moments of observation of the socio-educational context that I performed daily, what stood out the most was the cooperation in teamwork between the elements of the classroom which I integrated. Being an issue that had already aroused a particular interest in me, mostly due to previous experiences, I considered pertinent to develop an investigation that seeks to understand what characterizes teamwork based on cooperation in a classroom team and how important it is for the operation of the group. To this end, a case study was carried out, based on a qualitative or interpretative approach, aiming at: i) knowing strategies for teamwork based on cooperation, ii) knowing the concepts of the educational team on teamwork, iii) identifying factors that condition teamwork and iv) identifying the contributions of teamwork for the children, families and the team itself. Data collection was supported by direct observation techniques - recording field notes - and indirect observation techniques - semi-directive interviews and informal conversations with the cooperating educator and the auxiliary educational action of the respective classroom and a semi-directive interview with the pedagogical coordinator of the institution. For the analysis of data, content analysis was used through the construction of categorial analysis tables. The collected data support the importance of collaboration and cooperation between the elements of a classroom team, which is based on principles such as mutual aid and support (from planning to the development of pedagogical action), sharing, mutual respect and open and honest communication. The data also revealed that cooperation between elements of a classroom educational team brings benefits: for children - the enriched practice and the relationship between the team as a mirror; for families – a closer proximity and better practice; for the room team – a constant support and greater openness to new ideas and opinions; and even for the professional himself - combating isolation and individualism, improving coping skills, greater confidence and greater well-being at work. Finally, the data show that teamwork is conditioned by a set of human and institutional factors.
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
Equipa de sala Trabalho em equipa Cooperação Colaboração Classroom team Teamwork Cooperation Collaboration
Citation
Cativo, F. M. S. (2019). Trabalho em equipa em Jardim de Infância: Um estudo sobre a importância da cooperação entre elementos de uma equipa educativa de sala (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10412
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa