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Abstract(s)
O presente relatório foi realizado no âmbito da Prática Profissional Supervisionada II (PPSII) que decorreu em jardim-de-infância, numa sala com dezanove crianças, com idades compreendidas entre os 3 e os 5 anos. Este aborda, de uma forma crítica e reflexiva, a prática e a investigação desenvolvida no contexto socioeducativo, colocando ainda em perspetiva o processo de identidade profissional resultante das vivências e experiências resultantes das práticas profissionais supervisionadas realizadas (PPSI e PPSII).
Esta investigação tem como objetivo compreender como é que podem ser integradas as crianças estrangeiras numa sala de jardim-de-infância (JI), para isso foram definidos três objetivos: (i) Identificar os principais desafios/barreiras que as crianças estrangeiras podem enfrentar na integração em Jardim de Infância; (ii) Mapear as estratégias utilizadas pela equipa educativa da sala JI3 para integrar as crianças estrangeiras; (iii) Analisar o papel da equipa educativa na integração em Jardim de Infância. Procura-se que este estudo seja um contributo para a reflexão em torno de práticas educativas facilitadoras da inclusão e sensíveis à diversidade, independentemente da origem cultural da criança.
A investigação desenvolvida foi de natureza qualitativa, tendo sido norteada pela metodologia de estudo de caso. A recolha de dados passou pelo recurso a diferentes técnicas e instrumentos, como a observação direta participante, a análise de documental e a entrevista estruturada à educadora da sala, de modo a conseguir cruzar diversas fontes de evidência.
Este estudo focou-se nas práticas educativas e nas estratégias adotadas para integrar crianças estrangeiras numa sala de pré-escolar. Os resultados destacaram a comunicação e as diferenças culturais como as principais barreiras enfrentadas por essas crianças. As estratégias desenvolvidas, incluem o uso da comunicação não-verbal e a promoção da empatia entre os pares, para que fossem superadas as barreiras e fomentada a inclusão. Além disso, o papel da equipa educativa foi destacado, bem como a importância da interação com as famílias no processo de adaptação das crianças estrangeiras.
This report was carried out within the scope of Supervised Professional Practice II (PPSII) which took place in a kindergarten, in a room with nineteen children, aged between 3 and 5 years old. This addresses, in a critical and reflective way, the practice and research carried out in the socio-educational context, also putting into perspective the process of professional identity resulting from the experiences resulting from the supervised professional practices carried out (PPSI and PPSII). This research aims to understand how foreign children can be integrated into a kindergarten (JI) classroom, for which three objectives were defined: (i) Identify the main challenges/barriers that foreign children may face in integration in Kindergarten; (ii) Map the strategies used by the educational team in room JI3 to integrate foreign children; (iii) Analyze the role of the educational team in integration into Kindergarten. This study is intended to be a contribution to reflection on educational practices that facilitate inclusion and are sensitive to diversity, regardless of the child's cultural origin. The research carried out was qualitative in nature, guided by case study methodology. Data collection involved using different techniques and instruments, such as direct participant observation, document analysis and structured interviews with the classroom educator, in order to cross-reference different sources of evidence. This study focused on educational practices and strategies adopted to integrate foreign children into a preschool classroom. The results highlighted communication and cultural differences as the main barriers faced by these children. The strategies developed include the use of non-verbal communication and the promotion of empathy between peers, so that barriers could be overcome and inclusion fostered. Furthermore, the role of the educational team was highlighted, as well as the importance of interaction with families in the adaptation process of foreign children.
This report was carried out within the scope of Supervised Professional Practice II (PPSII) which took place in a kindergarten, in a room with nineteen children, aged between 3 and 5 years old. This addresses, in a critical and reflective way, the practice and research carried out in the socio-educational context, also putting into perspective the process of professional identity resulting from the experiences resulting from the supervised professional practices carried out (PPSI and PPSII). This research aims to understand how foreign children can be integrated into a kindergarten (JI) classroom, for which three objectives were defined: (i) Identify the main challenges/barriers that foreign children may face in integration in Kindergarten; (ii) Map the strategies used by the educational team in room JI3 to integrate foreign children; (iii) Analyze the role of the educational team in integration into Kindergarten. This study is intended to be a contribution to reflection on educational practices that facilitate inclusion and are sensitive to diversity, regardless of the child's cultural origin. The research carried out was qualitative in nature, guided by case study methodology. Data collection involved using different techniques and instruments, such as direct participant observation, document analysis and structured interviews with the classroom educator, in order to cross-reference different sources of evidence. This study focused on educational practices and strategies adopted to integrate foreign children into a preschool classroom. The results highlighted communication and cultural differences as the main barriers faced by these children. The strategies developed include the use of non-verbal communication and the promotion of empathy between peers, so that barriers could be overcome and inclusion fostered. Furthermore, the role of the educational team was highlighted, as well as the importance of interaction with families in the adaptation process of foreign children.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Inclusão Estratégias de inclusão Crianças estrangeiras Diversidade cultural Inclusion Inclusion strategies Foreign children Cultural diversity
Citation
Dias, C. G. G. (2024). A inclusão de crianças estrangeiras numa sala de pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17988