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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II, desenvolvida ao longo de seis meses num contexto de Jardim de Infância (JI), com um grupo de crianças com idades compreendidas entre os quatro e os seis anos. Este relatório tem como principal objetivo apresentar e refletir criticamente sobre o processo de intervenção. O documento contém, ainda, uma reflexão pessoal sobre os contributos do percurso vivenciado na construção da minha identidade profissional enquanto futura educadora de infância. Considerando as caracterizações detalhadas do contexto e dos agentes do processo educativo, definiram-se várias intenções que nortearam toda ação desenvolvida, visando implementar uma prática responsiva, de acordo com os interesses, necessidades e singularidades de todas as crianças. Ao longo do processo de observação, constatou-se a existência de uma cultura e prática de participação das crianças, tal como a sistemática preocupação da equipa educativa da sala em fomentar a livre-escolha e essa participação das crianças nos vários momentos da rotina educativa. Por conseguinte, face a estas observações, surgiu o interesse em desenvolver uma investigação que permitisse compreender o(s) reflexo(s) das escolhas das crianças e da sua participação na construção da sua aprendizagem e do seu desenvolvimento. Atendendo aos objetivos traçados, optou-se por realizar um estudo de natureza qualitativa ou interpretativa, orientado pela metodologia de estudo de caso. Para o efeito, recorreu-se a um conjunto diversificado de técnicas e instrumentos de recolha de informação, o que permitiu reunir dados qualitativos e quantitativos. Os primeiros foram sujeitos a uma análise de conteúdo categorial e os segundos foram submetidos a um tratamento estatístico descritivo, designadamente contagem e distribuição de frequências. Através dos dados reunidos constata-se que a organização do ambiente educativo promove e facilita a participação e a livre-escolha das crianças, através da sua apropriação. Os resultados colocam ainda em evidência as estratégias mobilizadas pela equipa educativa da sala, particularmente, o encorajamento, a observação e a escuta ativa, visando encorajar a autonomia e o sentido de iniciativa das crianças. Foi igualmente observado que as crianças usufruem da livre-escolha optando por partilhar esse poder com os adultos da sala, particularmente, durante os momentos do
planeamento diário e semanal. E por fim, identificaram-se as áreas mais escolhidas pelas crianças, nomeadamente, a área do Faz-de-conta, da Escrita, dos Jogos de mesa e dos Jogos de chão; ao contrário das áreas da Biblioteca e do Laboratório que foram menos frequentadas pelo grupo. Ainda assim, foram descritas e analisadas as atividades iniciadas pelas crianças, em todas as áreas, cuja análise sustentou a ideia de que as mesmas atingem os objetivos esperados pelas OCEPE (2016). Em conclusão, os resultados corroboram a ideia de que as crianças são capazes de ser agentes e sujeitos do seu processo educativo.
ABSTRACT This report comes within the scope of the Master's Degree in Pre-School Education, with the main objective of presenting the intervention process developed in a Kindergarten room with 25 children from 4 to 6 years old. Considering the detailed characterizations of the context and of the agents of the educational process, several intentions were defined that guided every action developed, aiming to implement a responsive practice, taking into account the interests, needs and singularities of all children. Throughout the observation process, the participation of children stood out, as well as the concern of the educational team in the room to encourage free choice and the participation of children in the various decision-making processes. It was found that the socio-educational organization observes children as active agents in their educational process. Therefore, there was an interest in developing an investigation that would allow us to understand the reflection of children's choices in the construction of their learning and development. Given the outlined objectives, it was decided to follow an investigative approach of a qualitative or interpretive nature, based on the case study methodology. For this purpose, a diversified set of techniques and instruments for collecting information were used, which allowed the gathering of qualitative and quantitative data. The first were subjected to a categorical content analysis and the second were subjected to statistical treatment, namely counting and frequency distribution. The collected data highlight different conclusions. In a first line, it was found that the educational environment in room 3 promotes participation and free choice, with a view to its organization and appropriation by the group. Then, it was found that the educational team adopts diversified strategies, particularly encouragement, observation and active listening, aiming to encourage the children's autonomy and sense of initiative. The third line of conclusions emerges from opportunities for initiative, where it was found that children share the power of free choice with the educational team. Finally, the last lines of conclusions relate to the choices observed and their potential. In short, in these lines of conclusion, it was observed that through the activities initiated and conducted by the children, they reach the expected objectives in the Curriculum Guidelines for Early Childhood Education (2016), thus verifying that children are capable of being active agents and subjects of their educational process.
ABSTRACT This report comes within the scope of the Master's Degree in Pre-School Education, with the main objective of presenting the intervention process developed in a Kindergarten room with 25 children from 4 to 6 years old. Considering the detailed characterizations of the context and of the agents of the educational process, several intentions were defined that guided every action developed, aiming to implement a responsive practice, taking into account the interests, needs and singularities of all children. Throughout the observation process, the participation of children stood out, as well as the concern of the educational team in the room to encourage free choice and the participation of children in the various decision-making processes. It was found that the socio-educational organization observes children as active agents in their educational process. Therefore, there was an interest in developing an investigation that would allow us to understand the reflection of children's choices in the construction of their learning and development. Given the outlined objectives, it was decided to follow an investigative approach of a qualitative or interpretive nature, based on the case study methodology. For this purpose, a diversified set of techniques and instruments for collecting information were used, which allowed the gathering of qualitative and quantitative data. The first were subjected to a categorical content analysis and the second were subjected to statistical treatment, namely counting and frequency distribution. The collected data highlight different conclusions. In a first line, it was found that the educational environment in room 3 promotes participation and free choice, with a view to its organization and appropriation by the group. Then, it was found that the educational team adopts diversified strategies, particularly encouragement, observation and active listening, aiming to encourage the children's autonomy and sense of initiative. The third line of conclusions emerges from opportunities for initiative, where it was found that children share the power of free choice with the educational team. Finally, the last lines of conclusions relate to the choices observed and their potential. In short, in these lines of conclusion, it was observed that through the activities initiated and conducted by the children, they reach the expected objectives in the Curriculum Guidelines for Early Childhood Education (2016), thus verifying that children are capable of being active agents and subjects of their educational process.
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
Participação Livre escolha Estratégias de intervenção Educação pré-escolar Participation Free choice Intervention strategies Preschool
Citation
Oliveira, I. F. C. (2021). A criança como agente e sujeito do processo educativo: reflexo(s) das escolhas das crianças nas suasaprendizagens e desenvolvimento 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/10400.21/14495