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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada (PPS) II, presente no plano de estudos do Mestrado em Educação Pré-Escolar na Escola Superior de Educação de Lisboa, e procura retratar de modo reflexivo, e à luz dos contributos teóricos da Pedagogia, da Sociologia e da Psicologia, o percurso e a prática pedagógica que desenvolvi enquanto estagiária num contexto de Jardim de Infância (JI) entre 17 de outubro de 2021 e 18 de fevereiro de 2022.
A problemática de investigação “Processos, práticas e percalços – Análise do percurso de uma estagiária em JI” surge a partir de inquietações pessoais e reflexões no decorrer da PPS, procurando identificar as dificuldades sentidas. As reflexões críticas que se desenvolvem neste relatório apontam para três aspetos: a gestão dos momentos em grande grupo; a frugalidade do tempo no JI; e a importância da reflexão (individual e em grupo) e da formação. Por fim, perspetiva-se a adoção de estratégias de ação pedagógica. De modo a aprofundar o tópico foram definidos três objetivos da investigação: (i) caracterizar os dois grandes desafios sentidos durante a PPS II: gestão do grande grupo e a frugalidade do tempo no JI ; (ii) analisar a relevância da reflexão na minha ação como estagiária a partir da relação micro-macro, ou seja, a prática pedagógica in loco e o quadro legislativo atual que enquadra a formação de educadores/as de infância; e (iii) identificar as estratégias de atuação e de superação das dificuldades durante a PPS II.
Metodologicamente optou-se por uma investigação qualitativa e corresponde a um estudo de caso. Para a sua concretização foram utilizadas como técnicas de recolha de dados, a observação participante e as conversas com a educadora cooperante, e como instrumentos, as notas de campo e reflexões. Por último, procedeu-se à análise de conteúdo dos respetivos dados.
As conclusões do estudo apontam para uma relação entre a importância da prática e da formação para a identificação de dificuldades/desafios, bem como, para o desenvolvimento de uma prática reflexiva e fundamentada em saberes teóricos que permitiram a ação e a superação das dificuldades através da adequação de estratégias às características das crianças, da equipa e das famílias.
ABSTRACT The present report comes within the Curricular Unit - Supervised Professional Practice (SPP) II, included in the study plan of the Master's Degree in Pre-School Education at the School of Education of the University of Lisbon, and seeks to reflect in a reflexive way, and in the light of the theoretical contributions of Pedagogy, Sociology and Psychology, the path and the pedagogical practice that I developed as a trainee in a Kindergarten context between 17 October 2021 and 18 February 2022. The research problem "Processes, practices and mishaps - Analysis of the path of a trainee in kindergarten" arises from personal concerns and reflections during the SPP, seeking to identify the difficulties experienced. The critical reflections developed in this report point to three aspects: the management of moments in a large group; the frugality of time in kindergarten; and the importance of reflection (individual and group) and training. Finally, it is expected the adoption of pedagogical action strategies. In order to deepen this topic, three research objectives were defined: (i) to characterize the two major challenges experienced during the SPP II: large group management and the frugality of time in kindergarten; (ii) to analyze the relevance of reflection in my action as a trainee based on the micro-macro relationship, in other words, the pedagogical practice in loco and the current legislative framework that frames the training of early childhood educators; and (iii) to identify the strategies of action and overcoming of the difficulties during the SPP II. Methodologically, qualitative research was chosen and corresponds to a case study. For its implementation data collection techniques were used such as participant observation and conversations with the cooperating educator, and the field notes and reflections were used as instruments. Finally, the content analysis of the data was performed. The conclusions of the study point to a relationship between the importance of practice and training for the identification of difficulties/challenges, as well as the development of a reflective practice based on theoretical knowledge that allowed for action and overcoming of the difficulties by the adaptation of strategies to the characteristics of the children, team and families.
ABSTRACT The present report comes within the Curricular Unit - Supervised Professional Practice (SPP) II, included in the study plan of the Master's Degree in Pre-School Education at the School of Education of the University of Lisbon, and seeks to reflect in a reflexive way, and in the light of the theoretical contributions of Pedagogy, Sociology and Psychology, the path and the pedagogical practice that I developed as a trainee in a Kindergarten context between 17 October 2021 and 18 February 2022. The research problem "Processes, practices and mishaps - Analysis of the path of a trainee in kindergarten" arises from personal concerns and reflections during the SPP, seeking to identify the difficulties experienced. The critical reflections developed in this report point to three aspects: the management of moments in a large group; the frugality of time in kindergarten; and the importance of reflection (individual and group) and training. Finally, it is expected the adoption of pedagogical action strategies. In order to deepen this topic, three research objectives were defined: (i) to characterize the two major challenges experienced during the SPP II: large group management and the frugality of time in kindergarten; (ii) to analyze the relevance of reflection in my action as a trainee based on the micro-macro relationship, in other words, the pedagogical practice in loco and the current legislative framework that frames the training of early childhood educators; and (iii) to identify the strategies of action and overcoming of the difficulties during the SPP II. Methodologically, qualitative research was chosen and corresponds to a case study. For its implementation data collection techniques were used such as participant observation and conversations with the cooperating educator, and the field notes and reflections were used as instruments. Finally, the content analysis of the data was performed. The conclusions of the study point to a relationship between the importance of practice and training for the identification of difficulties/challenges, as well as the development of a reflective practice based on theoretical knowledge that allowed for action and overcoming of the difficulties by the adaptation of strategies to the characteristics of the children, team and families.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação de Infância Gestão do grupo Frugalidade Tempo Processos Early childhood education Group management Frugality Time Processes
Citation
Saldanha, A. C. G. (2022). Processos, práticas e percalços: análise do percurso de uma estagiária no jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15643