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Abstract(s)
O presente relatório descreve de forma reflexiva a prática vivenciada em contexto de Educação Pré-Escolar. Esta decorreu no período entre 17 de outubro de 2022 e 6 de fevereiro de 2023, com crianças entre os 3 e os 5 anos. Para além de retratar as aprendizagens adquiridas, consta a consequente reflexão e evolução sentida a nível profissional. O relatório é, também, composto por um capítulo de natureza investigativa intitulado: “A relação pedagógica: que impacto no desenvolvimento holístico da criança?”.
Através da investigação realizada, pretendeu-se compreender a importância da afetividade no estabelecimento da relação pedagógica e o (possível) consequente desenvolvimento holístico da criança. O estudo surgiu a partir da observação das evidentes relações positivas observadas entre as crianças e a equipa educativa no contexto de estágio.
Relativamente à metodologia utilizada, optou-se por um estudo de caso. Seguiu-se a utilização das seguintes técnicas de recolha de dados: entrevistas à equipa educativa, com o objetivo recolher as suas conceções relativamente à problemática; a observação direta participante, através da recolha de notas de campo e a análise documental. As vozes das crianças foram também ouvidas e tidas em consideração para o estudo. Para o aprofundamento do tema, foi construído um referencial teórico. Os resultados indicam que uma relação pedagógica baseada na afetividade contribui de forma significativa para o desenvolvimento holístico da criança. A construção desta relação saudável surge no seio de interações significativas e exige consistência, cuidado, respeito, compreensão e valorização dos diferentes papéis implicados. Enquanto educadora estagiária, consegui estabelecer uma relação pedagógica com o grupo de crianças através dos afetos, do respeito, da segurança, da confiança e da cooperação.
ABSTRACT This report describes reflectively the practice experienced in a pre-school context. This took place between the 17th of October 2022 and and the 6th of February 2023, with children aged between 3 and 5 years old. In addition to portraying the acquired knowledge, there is the consequent reflection and evolution felt at a professional level. The report also includes a research nature chapter entitled: "The pedagogical relationship: what is the impact of the holistic development in a child? The research aimed to understand the importance of affectivity in the establishment of the pedagogical relationship and the (possible) consequent holistic development of a child. The study arose from the observation of the noticeable positive relationships observed between the children and the educational team in a internship context. Regarding the methodology used, a case study was chosen. The following data collection techniques were used: interviews with the educational team, in order to collect their conceptions of the problem; direct participant observation; the collection of field notes and document analysis. The children's voices were also listened to and taken into consideration for the study. A theoretical framework was built in order to deepen the theme. The results indicate that a pedagogical relationship based on affection contributes significantly to the holistic development of a child. The construction of this healthy relationship arises within meaningful interactions and requires consistency, care, respect, understanding and appreciation of the different roles involved. As a trainee teacher, I was able to establish a pedagogical relationship with the group of children through affection, respect, security, trust and cooperation.
ABSTRACT This report describes reflectively the practice experienced in a pre-school context. This took place between the 17th of October 2022 and and the 6th of February 2023, with children aged between 3 and 5 years old. In addition to portraying the acquired knowledge, there is the consequent reflection and evolution felt at a professional level. The report also includes a research nature chapter entitled: "The pedagogical relationship: what is the impact of the holistic development in a child? The research aimed to understand the importance of affectivity in the establishment of the pedagogical relationship and the (possible) consequent holistic development of a child. The study arose from the observation of the noticeable positive relationships observed between the children and the educational team in a internship context. Regarding the methodology used, a case study was chosen. The following data collection techniques were used: interviews with the educational team, in order to collect their conceptions of the problem; direct participant observation; the collection of field notes and document analysis. The children's voices were also listened to and taken into consideration for the study. A theoretical framework was built in order to deepen the theme. The results indicate that a pedagogical relationship based on affection contributes significantly to the holistic development of a child. The construction of this healthy relationship arises within meaningful interactions and requires consistency, care, respect, understanding and appreciation of the different roles involved. As a trainee teacher, I was able to establish a pedagogical relationship with the group of children through affection, respect, security, trust and cooperation.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Relação pedagógica Afetividade Interações Desenvolvimento holístico Pedagogical relationship Affectivity Interactions Holistic development
Citation
Tavares, A. C. S. (2023). A relação pedagógica: que impacto no desenvolvimento holístico da criança? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16187