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Authors
Advisor(s)
Abstract(s)
O presente trabalho é uma investigação-acção, num estudo de caso qualitativo.
Tem como objetivos conhecer a abordagem Pedagogia-em-Participação
e compreender se as educadoras se identificam com a referida
abordagem, para aplicação futura nos seus contextos de sala. Decorreu
durante três meses em cinco salas (quatro de creche e uma de Jardim-
de-Infância), de uma Instituição Particular de Utilidade Pública.Durante
o projeto foram utilizadas metodologias participativas. Para o efeito,
utilizámos como técnicas de investigação notas de campo, entrevistas e
aplicámos a escala Program Quality Assessment (PQA), (HighScope Educational
Research Foudation, 2000), no início e no fim do projeto. O
trabalho focou-se nas dimensões pedagógicas: os espaços e materiais e
rotinas diárias. Ao longo do projeto procederam-se a alterações do espaço
e das rotinas, verificando-se através da escala PQA, que as mesmas
melhoraram a qualidade nas salas de creche. As educadoras revelaram
durante o projeto bem como nas entrevistas finais, que se identificavam
com a abordagem Pedagogia-em-Participação e que tinham interesse
em aprofundar o conhecimento que tinham vindo a adquirir.
Abstract The present work is a research-action, quality case study. The purpose is to get familiar with “Pedagogia-em-Participação” and understand if the educators identifies with referred approach, to future application.The time scope is three months, in the five rooms (four are day care center and one kindergarten), on a Public Utility Private Institution. During the project participative methodologies are used. The base investigation techniques are field notes, interviews and the application of Program Quality Assessment (PQA) (HighScope Educational Research Foundation), at the begining and at the end of the project. The work focus on two pedagogical dimensions: space and materials and daily routines. During the project some changes have been made in these two dimensions, through the PQA scale, it is possible verify a quality improvement in day care rooms. During the project and in the final interviews, the educators revealed that they identifies with the “Pedagogia-em-Participação” approach, they also revealed interest into get a deeper knowledge on this approach.
Abstract The present work is a research-action, quality case study. The purpose is to get familiar with “Pedagogia-em-Participação” and understand if the educators identifies with referred approach, to future application.The time scope is three months, in the five rooms (four are day care center and one kindergarten), on a Public Utility Private Institution. During the project participative methodologies are used. The base investigation techniques are field notes, interviews and the application of Program Quality Assessment (PQA) (HighScope Educational Research Foundation), at the begining and at the end of the project. The work focus on two pedagogical dimensions: space and materials and daily routines. During the project some changes have been made in these two dimensions, through the PQA scale, it is possible verify a quality improvement in day care rooms. During the project and in the final interviews, the educators revealed that they identifies with the “Pedagogia-em-Participação” approach, they also revealed interest into get a deeper knowledge on this approach.
Description
Keywords
Pedagogia em participação Educadoras Espaços e materiais Rotinas diárias HighScope Educators space and materials Daily routines HighScope
Citation
Osório, P. C. (2018). Pedagogia em Participação: Relato de uma experiência. In C. Tomás, T. Almeida & D. Lino (Coords.), Educação e Práticas Pedagógicas com crianças dos 0 aos 3 anos: Diálogos entre Pedagogia, Psicologia e Sociologia. (pp. 331-405) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-05-3 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.039
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais