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Abstract(s)
O relatório que aqui se apresenta foi elaborado no âmbito da Unidade Curricular de Prática Profissional Supervisionada II (PPS II) do 2.º ano de Mestrado de Educação Pré-Escolar da Escola Superior de Educação de Lisboa, que decorreu num Jardim de Infância (JI) da rede privada em Lisboa, com um grupo de 25 crianças com idades compreendidas entre os 4 e os 5 anos, no período entre 2 de outubro de 2023 e 31 de janeiro de 2024.
No presente relatório, começo por caraterizar, de forma reflexiva, o contexto educativo onde decorreu a PPS II, numa perspetiva de educadora-estagiária, apresentando e descrevendo o caminho trilhado durante os quatro meses de intervenção educativa e pedagógica. Pretendo, ainda, partilhar o caminho percorrido em torno da problemática central desta investigação: as inter-relações sociais entre crianças, animais e educação de infância. Recorrendo à Pedagogia da Infância, Sociologia da Infância e aos Human-Animal Studies, o presente estudo tem como objetivo analisar os discursos das crianças acerca das suas relações com os animais, sustentando-se na proposição de que tais relações podem ser analisadas dentro do contexto social e relacional da vida das crianças.
Do ponto de vista metodológico, a investigação assume uma natureza qualitativa, com a adoção de técnicas metodológicas de recolha e análise de dados congruentes com o objeto em estudo e com os pressupostos epistemológicos, teóricos, metodológicos e éticos da investigação com crianças. Ao longo da PPS II foi também desenvolvido um projeto de intervenção intitulado “Animais Abandonados”, através do qual foi possível observar o interesse e os modos como as crianças se posicionavam sobre os animais. A análise e discussão dos dados evidenciou que a natureza relacional das interações entre crianças e animais pode enriquecer substancialmente a nossa compreensão sobre a vida das crianças. Além disso, abre novas perspetivas sobre o papel dos animais na vida social das crianças, promovendo uma práxis pedagógica mais consciente dessas interações. Esta abordagem possibilita a conceção de uma educação de infância mais sensível e atenta às relações entre crianças e animais.
The report presented here was prepared as part of the Supervised Professional Practice II (PPS II) module of the 2nd year of the Master's in Preschool Education at the Lisbon School of Education. It was conducted in a private Kindergarten in Lisbon, with a group of 25 children aged between 4 and 5 years, from 2 October 2023 to 31 January 2024. In this report, I begin by characterising the educational context where PPSII took place from a reflective perspective as a trainee educator, presenting and describing the path taken during the four months of educational and pedagogical intervention. I also intend to share the journey surrounding the central issue of this investigation: the social interrelationships between children, animals and early childhood education. Drawing on Childhood Pedagogy, Childhood Sociology, and Human-Animal Studies, this study aims to analyse children's discourses about their relationships with animals, based on the proposition that such relationships can be analysed within the social and relational context of children's lives. From a methodological standpoint, the research is qualitative in nature, adopting methodological techniques for data collection and analysis that align with the object of study and the epistemological, theoretical, methodological, and ethical assumptions of research involving children. During PPSII, an intervention project titled “Abandoned Animals” was also developed, through which it was possible to observe the children's interest in and attitudes towards animals. The analysis and discussion of the data revealed that the relational nature of interactions between children and animals can substantially enrich our understanding of children's lives. Furthermore, it opens new perspectives on the role of animals in the social lives of children, promoting a pedagogical praxis more aware of these interactions. This approach allows for the conception of early childhood education that is more sensitive and attentive to the relationships between children and animals.
The report presented here was prepared as part of the Supervised Professional Practice II (PPS II) module of the 2nd year of the Master's in Preschool Education at the Lisbon School of Education. It was conducted in a private Kindergarten in Lisbon, with a group of 25 children aged between 4 and 5 years, from 2 October 2023 to 31 January 2024. In this report, I begin by characterising the educational context where PPSII took place from a reflective perspective as a trainee educator, presenting and describing the path taken during the four months of educational and pedagogical intervention. I also intend to share the journey surrounding the central issue of this investigation: the social interrelationships between children, animals and early childhood education. Drawing on Childhood Pedagogy, Childhood Sociology, and Human-Animal Studies, this study aims to analyse children's discourses about their relationships with animals, based on the proposition that such relationships can be analysed within the social and relational context of children's lives. From a methodological standpoint, the research is qualitative in nature, adopting methodological techniques for data collection and analysis that align with the object of study and the epistemological, theoretical, methodological, and ethical assumptions of research involving children. During PPSII, an intervention project titled “Abandoned Animals” was also developed, through which it was possible to observe the children's interest in and attitudes towards animals. The analysis and discussion of the data revealed that the relational nature of interactions between children and animals can substantially enrich our understanding of children's lives. Furthermore, it opens new perspectives on the role of animals in the social lives of children, promoting a pedagogical praxis more aware of these interactions. This approach allows for the conception of early childhood education that is more sensitive and attentive to the relationships between children and animals.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação de Infância Relações crianças-animais Ação pedagógica. Early childhood education Children-animals’ relationships Pedagogical action
Citation
Fragoso, J. V. (2024). “Os animais são tipo nós…” (Madalena, 4 anos) as inter-relações sociais entre crianças, animais e educação de infância: um estudo de caso no jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18071