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Advisor(s)
Abstract(s)
Este projeto surgiu das dificuldades evidenciadas por duas educadoras
de infância de uma creche do concelho de Cascais, na construção de
portfólios de avaliação das aprendizagens das crianças. Partindo desta
dificuldade e do interesse das educadoras em aprender a construir portfólios,
deu-se início a um projeto de investigação ação que tinha como
objetivo a melhoria da construção de portfólio com crianças, considerando
a importância que assume nesta discussão o direito da participação,
acreditando que é possível ‘dar voz’ às crianças pequenas. Tendo por base
um quadro teórico que integra o contributo das três áreas do saber que
estudam a infância – Pedagogia, Sociologia e Psicologia – procurou-se
esclarecer o conceito de portfólio de aprendizagem. Foram proporcionados
momentos de partilha de dúvidas e co-construção de aprendizagens
acerca da construção dos portfólios com as duas educadoras, que expressaram
vontade de saber mais e de dar inicio a um caminho de melhoria,
que não se pretende ver terminado no final deste projeto. Os resultados
revelam que é possível incluir as crianças de creche na construção dos
seus portfólios. Evidenciam ainda que, num curto espaço de tempo, as
40 crianças (dois grupos com 21 e 19 crianças) envolveram-se ativamente,
uma vez que a sua opinião não só é tida em conta como é decisiva
neste processo. A duas educadoras envolvidas consideram que este
é um processo que traz grandes vantagens para as crianças, apesar de
algumas dificuldades que a equipa sentiu na sua construção. Acreditam
ainda que este é um instrumento que promove a aprendizagem ativa e
o desenvolvimento das crianças de creche e que, criando uma ‘cultura
de portfólio’ em que todos os implicados conhecem e compreendem o
instrumento, é possível assegurar o direito de participação nos processos
de avaliação destas crianças, que são pequenas mas competentes.
Abstract This project emerged from the difficulties highlighted by the educators of a nursery in Cascais, in building children learning portfolios. With this difficulty and interest of educators on learning to build portfolios, has begun an action-research project to improve portfolio construction with children, focusing on the right of participation and believing that it is possible to 'give voice' to infants 'hearing them'. Based on a theoretical framework that integrates the contribution of the three areas of knowledge that study childhood - Pedagogy, Sociology and Psychology – we attempted to clarify the concept of learning portfolio and meet some theories. Sharing moments of doubt and co - construction of learning in the group that joined the project, emerged the desire to learn more and to start a path of improvement, that will not be completed at the end of this project. The results reveal that it is possible to include children from nursery to build their portfolios. Also show that in a short period of time, children are actively involved in a way that their opinion is not only taken into account as it is decisive in this process. The educators believe that this is a process that brings great advantages for children, despite some difficulties that the team felt in its construction. Still believe that this is an instrument that promotes active learning and development of children and childcare and by creating a 'culture of portfolio' in which all involved know and understand the instrument, it is possible to ensure the right to participate in their assessment, to children who are small but competent.
Abstract This project emerged from the difficulties highlighted by the educators of a nursery in Cascais, in building children learning portfolios. With this difficulty and interest of educators on learning to build portfolios, has begun an action-research project to improve portfolio construction with children, focusing on the right of participation and believing that it is possible to 'give voice' to infants 'hearing them'. Based on a theoretical framework that integrates the contribution of the three areas of knowledge that study childhood - Pedagogy, Sociology and Psychology – we attempted to clarify the concept of learning portfolio and meet some theories. Sharing moments of doubt and co - construction of learning in the group that joined the project, emerged the desire to learn more and to start a path of improvement, that will not be completed at the end of this project. The results reveal that it is possible to include children from nursery to build their portfolios. Also show that in a short period of time, children are actively involved in a way that their opinion is not only taken into account as it is decisive in this process. The educators believe that this is a process that brings great advantages for children, despite some difficulties that the team felt in its construction. Still believe that this is an instrument that promotes active learning and development of children and childcare and by creating a 'culture of portfolio' in which all involved know and understand the instrument, it is possible to ensure the right to participate in their assessment, to children who are small but competent.
Description
Keywords
Portefólio Aprendizagem da criança Participação Avaliação Children portfolio of learning Participation Evaluation
Citation
Policarpo, A. C. (2018). Um percurso de aprendizagem na construção de portfólios com crianças de creche. 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. 167-190) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-05-3 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.034
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais