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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular da Prática
Profissional Supervisionada II (PPS II) em contexto de Jardim de Infância (JI) e visa
ilustrar, de uma forma crítica e reflexiva, o percurso efetuado ao longo de cerca de 5
meses com um grupo de 24 crianças com idades compreendidas entre os 2 e os 4 anos.
A organização socioeducativa onde foi realizada a PPS II é um estabelecimento de
Ensino Particular e Cooperativo e rege-se pelo Movimento da Escola Moderna (MEM).
O interesse pela problemática da investigação acompanhou-me desde a Prática
Profissional Supervisionada I. Aquando da elaboração da revisão de literatura acerca
da problemática identificada em contexto de creche, e ao realizar uma retrospetiva
acerca da história da Educação de Infância em Portugal, deparei-me com uma outra
temática: o conceito de criança. De facto, os adultos concedem uma representação e
uma visão de criança enquanto detentora de plenos direitos e de uma individualidade
própria. Mas será que as crianças contêm dentro de si essa visão de criança
participativa, cidadã, com plenos direitos? Esta curiosidade acabou por traduzir-se numa
vontade em perceber quais as representações das crianças sobre o que é uma criança.
Metodologicamente, a investigação segue as diretrizes do método de estudo de
caso. Os resultados obtidos, recolhidos através de Focus Group, evidenciaram o facto
de no discurso das crianças existirem conceções maioritariamente associadas às suas
características físicas. As ideias que as crianças têm sobre si parecem ir ao encontro,
possivelmente, do modo como os adultos se relacionam com e falam sobre elas. Nesse
sentido, pode-se pensar que é a vivência ética das relações entre adultos e crianças
que consubstanciam outros modos de ser crianças e de se sentir criança, indo além dos
discursos hegemónicos de uma determinada época sócio-histórica.
A imprescindibilidade da adoção de uma prática reflexiva; a perceção de como
as minhas características pessoais, as vivências, os princípios e os meus valores
influenciam diretamente na construção da minha identidade profissional; e o contacto
com um modelo pedagógico específico – o MEM - sustentam aquela que é a construção
da minha profissionalidade.
ABSTRACT This report comes within the scope of the Curricular Unit of Supervised Professional Practice II in the context of kindergarten and aims to illustrate, in a critical and reflective way, the path taken over about 5 months with a group of 24 children aged between 2 and 4 years. The socio-educational organization where Supervised Professional Practice II was held is a Private and Cooperative Education establishment and is governed by the Movimento da Escola Moderna (MEM). The interest in the research issue accompanied me since the Professional Practice I. During the preparation of the literature review about the identified problem in context of daycare, and when carrying out a retrospective on the history of Early Childhood Education in Portugal, I came across with another theme: the concept of a child. In fact, adults grant a representation and a vision of the child as the holder of full rights and self-individuality. But do children contain within themselves this vision of a participant child, a citizen, with full rights? This curiosity ended up being translated into a desire to understand what the children’s representations about what a child is. Methodologically, the investigation follows the guidelines of the case study method. The results obtained, collected through the Focus Group, showed the fact that in the children’s speech there are conceptions mostly associated with their physical characteristics. The ideas children have about themselves seem to match, possibly, the way adults relate to and talk about them. In this sense, one can think that it is the ethical experience of the relationships between adults and children that embody other ways of being children and of feeling like a child, going beyond the hegemonic discourses of a particular socio-historical period. The indispensability of adopting a reflective practice; the perception of how my personal characteristics, the experiences, the principles and my values directly influence the construction of my professional identity; and the contact with a specific pedagogical model – the MEM sustain what is the construction of my professionality.
ABSTRACT This report comes within the scope of the Curricular Unit of Supervised Professional Practice II in the context of kindergarten and aims to illustrate, in a critical and reflective way, the path taken over about 5 months with a group of 24 children aged between 2 and 4 years. The socio-educational organization where Supervised Professional Practice II was held is a Private and Cooperative Education establishment and is governed by the Movimento da Escola Moderna (MEM). The interest in the research issue accompanied me since the Professional Practice I. During the preparation of the literature review about the identified problem in context of daycare, and when carrying out a retrospective on the history of Early Childhood Education in Portugal, I came across with another theme: the concept of a child. In fact, adults grant a representation and a vision of the child as the holder of full rights and self-individuality. But do children contain within themselves this vision of a participant child, a citizen, with full rights? This curiosity ended up being translated into a desire to understand what the children’s representations about what a child is. Methodologically, the investigation follows the guidelines of the case study method. The results obtained, collected through the Focus Group, showed the fact that in the children’s speech there are conceptions mostly associated with their physical characteristics. The ideas children have about themselves seem to match, possibly, the way adults relate to and talk about them. In this sense, one can think that it is the ethical experience of the relationships between adults and children that embody other ways of being children and of feeling like a child, going beyond the hegemonic discourses of a particular socio-historical period. The indispensability of adopting a reflective practice; the perception of how my personal characteristics, the experiences, the principles and my values directly influence the construction of my professional identity; and the contact with a specific pedagogical model – the MEM sustain what is the construction of my professionality.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Estudo de caso Representações infantis Educação de infância Práticas discursivas. Child Case study Children’s representations Childhood education Discursive practices
Citation
Pavoeiro, F. P. (2021). “Tu és uma criança?” (eu) “claro!” (cl.) - representações das crianças sobre o que é uma criança (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14485