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Abstract(s)
O presente relatório, elaborado no âmbito da unidade curricular Prática Profissional Supervisionada II, coloca em perspetiva a intervenção realizada numa sala de jardim de infância, com um grupo de vinte e seis crianças, com idades compreendidas entre os quatro e os cinco anos, bem como à investigação levada a cabo nesse contexto. De forma a consolidar as aprendizagens significativas adquiridas ao longo de todo o meu percurso, é, ainda, apresentada uma reflexão sobre a construção da profissionalidade.
Ao longo da minha intervenção, foi possível verificar que, na organização socioeducativa em que estive integrada, é dada primazia à participação das crianças no quotidiano escolar. Sendo o Conselho de Cooperação Educativa um momento semanal em que essa participação é evidente, considerei pertinente realizar um estudo de caso centrado nesse momento da rotina da sala em que estive integrada, com os seguintes objetivos: i) conhecer a visão da criança e do educador sobre o Conselho; ii) analisar o papel do grupo e da equipa educativa no Conselho; iii) analisar de que forma o Conselho de Cooperação Educativa pode contribuir para a participação da criança no planeamento da ação; iv) compreender de que forma é que o Conselho pode contribuir para a aprendizagem e desenvolvimento da criança.
Considerando os objetivos delineados, optou-se por realizar um estudo caso, de natureza qualitativa ou interpretativa. Para a recolha de dados, recorri a entrevistas semi-diretivas às crianças e à educadora cooperante, assim como ao registo áudio de cinco momentos de Conselho. Os dados recolhidos foram analisados através de técnicas como a análise de conteúdo e a análise estatística, nomeadamente contagem e distribuição de frequências.
Os dados reunidos apontam para a importância do Conselho para a participação das crianças tanto no planeamento como na vida em comum com os seus pares. Com efeito, os dados revelam que as crianças são conscientes do seu papel no Conselho, reconhecem a importância deste momento na rotina de sala e que a equipa educativa dá espaço para as crianças participarem e manifestarem as suas opiniões. É, ainda, de salientar que, aquando do planeamento, foi observável que as crianças têm oportunidade de expressar os seus interesses e necessidades, e que os mesmos são valorizados e considerados, participando de forma ativa no seu processo de aprendizagem.
ABSTRACT The following report, drawn up within the scope of the curricular unit of Supervised professional Practice II, put into perspective my intervention in the kindergarten valence, with a twenty-six children group within the ages of four and five years old, as well as on the investigation carried out in that context. In order to consolidate the significant learning acquired throughout my journey is yet presented a reflection of the construction of professionalism. Throughout my intervention, it was possible to verify that, in the socio-educational organization, is given priority to the children participation in daily school life. Therefore, being the Educational Cooperation Council a weekly moment where that participation is clear, I considered that it was pertinent to carry out a case study focused at this moment in the routine in which I was integrated, with the following objectives: i) to know the vision of the child and the educator towards the Council; ii) analyze the part of the group and the education team in the Council; iii) analyze how the Educational Cooperation Council can contribute to the participation of the child in the action planning; and iv) to know how the Council can contribute to the learning and development of the child. Considering the objectives outlined, it was decided to carry out a case study of a qualitative or interpretive nature. For data collection, I resorted to semi-directive interviews with children and cooperating educator, as well as to audio recording of five Council moments and to questionnaires to three kindergarten teachers. The collected data were analyzed trough technics such as content and statistical analysis, particularly counting and frequency distribution. The collected data showcased the Council’s importance of children’s participation both in planning and life with their peers. Thus, children are aware of their role in the Council and recognize the importance of this moment in the routine, as well as the educational team provides space for children to participate and express their opinions. It is also noted that, when planning, it was observable that children have the opportunity to express their interests and needs, which are valued and considered, actively participating in their learning process.
ABSTRACT The following report, drawn up within the scope of the curricular unit of Supervised professional Practice II, put into perspective my intervention in the kindergarten valence, with a twenty-six children group within the ages of four and five years old, as well as on the investigation carried out in that context. In order to consolidate the significant learning acquired throughout my journey is yet presented a reflection of the construction of professionalism. Throughout my intervention, it was possible to verify that, in the socio-educational organization, is given priority to the children participation in daily school life. Therefore, being the Educational Cooperation Council a weekly moment where that participation is clear, I considered that it was pertinent to carry out a case study focused at this moment in the routine in which I was integrated, with the following objectives: i) to know the vision of the child and the educator towards the Council; ii) analyze the part of the group and the education team in the Council; iii) analyze how the Educational Cooperation Council can contribute to the participation of the child in the action planning; and iv) to know how the Council can contribute to the learning and development of the child. Considering the objectives outlined, it was decided to carry out a case study of a qualitative or interpretive nature. For data collection, I resorted to semi-directive interviews with children and cooperating educator, as well as to audio recording of five Council moments and to questionnaires to three kindergarten teachers. The collected data were analyzed trough technics such as content and statistical analysis, particularly counting and frequency distribution. The collected data showcased the Council’s importance of children’s participation both in planning and life with their peers. Thus, children are aware of their role in the Council and recognize the importance of this moment in the routine, as well as the educational team provides space for children to participate and express their opinions. It is also noted that, when planning, it was observable that children have the opportunity to express their interests and needs, which are valued and considered, actively participating in their learning process.
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
Conselho de cooperação educativa Educador de infância Planeamento Crianças Participação Educational cooperation council Children Participation Planning Kindergarten teacher
Citation
Rodrigues, A. B. L. (2021). O Conselho de Cooperação Educativa enquanto espaço/tempo impulsionador da participação da criança no planeamento em jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14407