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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática Profissional Supervisionada II (PPSII), do 2º ano do Mestrado de Educação Pré-Escolar da Escola Superior de Educação de Lisboa. Neste, apresento a minha intervenção pedagógica, bem como todo processo reflexivo que esteve inerente, no contexto de Jardim de Infância (JI), com um grupo de crianças de 3 anos, de outubro de 2021 a fevereiro do ano vigente. A problemática da investigação surgiu de uma reflexão realizada com a educadora cooperante sobre a minha ação, que incidiu nas minhas conceções de infância e de criança. Verifiquei que a conceção que predominava não correspondia à que pretendia que vigorasse. Assim, estive num constante processo de desconstrução e reflexão. Neste processo, o interesse em aprofundar o tema das conceções de infância e de criança e a sua relação com a prática foi crescendo resultando na investigação desenvolvida. Integrou as quatro educadoras do Jardim de Infância do contexto socioeducativo em que estive inserida, visando (I) Caracterizar as conceções de infância e de criança na visão das educadoras; (II) Analisar as narrativas de educadoras em relação à relação que estabelecem entre a conceção de infância, de criança e a prática pedagógica.
Em termos metodológicos, a investigação assume uma abordagem qualitativa, tendo-se optado pelo estudo de caso. Utilizou-se duas técnicas de recolha de dados: a observação participante e as entrevistas. Da investigação apurei que a maioria das educadoras daquele contexto apresentam conceções assentes na criança enquanto ser competente e capaz. Esta conceção é transposta na prática ao existir tempos e espaços para a participação das crianças no quotidiano. Para além disso, apresentam a intrínseca relação entre as conceções e a prática pedagógica, e sobre a infância reconhecem a ação das crianças.
ABSTRACT This report is part of the Supervised Professional Practice II (PPSII) of the second year of the Master´s Degree in Pre-School Education at the Faculty of Education of the University of Lisbon. In this, I present my pedagogical intervention, as well as the entire reflective process that was inherent to it, in the context of Kindergarten (JI), with a group of 3-year-old children, from October 2021 to February of 2022. The question of the research emerged from a reflection with the cooperating teacher about my action, and it was focused on my conceptions of childhood and child. I realized that the prevailing conception did not correspond to the one I wanted to prevail. Thus, I was in a constant process of deconstruction and reflection. In this process, the interest in deepening the question about the conceptions of the childhood and the child grew and its relation with the practice resulted in the developed research. This included the four kindergarten teachers from the socio-educational context where I was inserted, aiming at (i) characterizing the kindergarden teachers conceptions of childhood and child; (ii) To analyze the educators' narratives in relation to the relationship they establish between the conceptions of childhood, child and pedagogical practice. In methodological terms, the investigation takes a qualitative approach, having opted for a case study. Two data collection techniques were used: participant observation and interview. From the research I found that most educators in this context have concepts based on the child as a competent and capable being. This concept is transposed into practice when there are times and spaces for the children to participate in everyday life. Furthermore, they present the intrinsic relationship between conceptions and pedagogical practice, and about childhood, they recognize the actions of children.
ABSTRACT This report is part of the Supervised Professional Practice II (PPSII) of the second year of the Master´s Degree in Pre-School Education at the Faculty of Education of the University of Lisbon. In this, I present my pedagogical intervention, as well as the entire reflective process that was inherent to it, in the context of Kindergarten (JI), with a group of 3-year-old children, from October 2021 to February of 2022. The question of the research emerged from a reflection with the cooperating teacher about my action, and it was focused on my conceptions of childhood and child. I realized that the prevailing conception did not correspond to the one I wanted to prevail. Thus, I was in a constant process of deconstruction and reflection. In this process, the interest in deepening the question about the conceptions of the childhood and the child grew and its relation with the practice resulted in the developed research. This included the four kindergarten teachers from the socio-educational context where I was inserted, aiming at (i) characterizing the kindergarden teachers conceptions of childhood and child; (ii) To analyze the educators' narratives in relation to the relationship they establish between the conceptions of childhood, child and pedagogical practice. In methodological terms, the investigation takes a qualitative approach, having opted for a case study. Two data collection techniques were used: participant observation and interview. From the research I found that most educators in this context have concepts based on the child as a competent and capable being. This concept is transposed into practice when there are times and spaces for the children to participate in everyday life. Furthermore, they present the intrinsic relationship between conceptions and pedagogical practice, and about childhood, they recognize the actions of children.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Infância Conceções Prática Pedagógica Educadoras de Infância Children Childhood Conceptions Pedagogical practice Early childhood educators
Citation
Delgado, C. I. S. (2022). Conceção de infância e de criança: um olhar das educadoras de infância na relação que estabelecem com a prática pedagógica (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15732