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Entrelaçar gerações em educação de infância: vivências, partilhas e interações entre crianças e idosos numa sala de pré-escolar
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Abstract(s)
O relatório de estágio apresentado surge no âmbito da Prática Profissional Supervisionada II (PPSII), integrada no Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa. Este documento tem como finalidade retratar de forma reflexiva e fundamentada o meu processo de intervenção e investigação educativa desenvolvido ao longo de quatro meses num estabelecimento educativo pertencente à rede pública e privada, na valência de Pré-Escolar, com um grupo de vinte e cinco crianças, com idades compreendidas entre os dois e os cinco anos. Apresenta ainda uma reflexão crítica sobre o processo de construção da profissionalidade, baseada nas vivências e experiências tidas no âmbito das práticas supervisionadas (PPSI e PPS II). Resultante de uma frequente análise interpretativa das minhas observações e vivências ao longo da prática, considerei pertinente refletir acerca do papel da organização socioeducativa como espaço promotor de partilhas, vivências e interações entre crianças e idosos, realizando um estudo de natureza qualitativa, norteado pela metodologia de estudo de caso, com os seguintes objetivos: (i) Compreender as perceções das famílias, da diretora e da educadora acerca da importância da construção de parcerias com as famílias em contexto de jardim de infância; (ii) Sinalizar e caracterizar as práticas e atividades que a organização socioeducativa promove para incentivar a participação e envolvimento das famílias; (iii) Analisar as potencialidades do convívio intergeracional para o bem-estar e desenvolvimento das crianças; (iv) Sinalizar e caracterizar as práticas e atividades que a organização socioeducativa promove para incentivar a relação entre as crianças e os idosos; (v) Analisar as perceções das crianças e dos avós sobre as relações que estabelecem entre si. A recolha de dados passou pelo recurso a diversas técnicas - observação direta participante, observação direta não participante de caráter naturalista, análise documental, entrevistas semiestruturadas à diretora da organização socioeducativa e à educadora cooperante, breve entrevista às crianças da sala T e aos respetivos avós, aplicação de um inquérito por questionário às famílias das crianças da sala T e ainda conversas informais com a educadora cooperante, que possibilitaram uma compreensão aprofundada e contextualizada do fenómeno em análise. Os resultados apontam para que a participação ativa das famílias, em especial dos avós, e a valorização das relações intergeracionais contribuem para o bem-estar e desenvolvimento das crianças e dos idosos, promovendo, nas crianças, o desenvolvimento de competências sociais, comunicativas e de empatia, e, nos idosos, o reforço do sentido de utilidade e a valorização pessoal. Com efeito, os dados sustentam que os avós contribuem de forma ativa para o bem-estar das crianças da sala T, através do acompanhamento diário, da colaboração em atividades promovidas pela organização socioeducativa e da partilha de experiências e tradições familiares.
The internship report presented here is part of Supervised Professional Practice II part of the Master's Degree in Pre-School Education at the Lisbon School of Education. The purpose of this document is to provide a reflective and well-founded account of my process of intervention and educational research carried out over four months in an educational establishment belonging to the public and private network, in the Pre-School setting, with a group of twenty-five children aged between two and five. It also presents a critical reflection on the process of building professionalism, based on the experiences of supervised practice. As a result of a frequent interpretative analysis of my observations and experiences throughout the practice, I considered it pertinent to reflect on the role of the socio-educational organisation as a space that promotes sharing, experiences and interactions between children and the elderly, carrying out a qualitative study, guided by the case study methodology, with the following objectives: (i) To uncover the perceptions of families, the director and the teacher about the importance of building partnerships with families in a kindergarten setting; (ii) To identify and characterise the practices and activities that the socio-educational organisation promotes to encourage family participation and involvement; (iii) To analyse the potential of intergenerational interaction for the well-being and development of children; (iv) To identify and characterise the practices and activities that the socio-educational organisation promotes to encourage relationships between children and the elderly; (v) To analyse the perceptions of children and grandparents about the relationships they establish with each other. Data collection involved the use of various techniques - direct participant observation, non-participant direct observation of a naturalistic nature, document analysis, semi-structured interviews with the director of the socio-educational organisation and the cooperating teacher, brief interviews with the children in room T and their grandparents, a questionnaire survey with the families of the children in room T and informal conversations with the cooperating teacher, which enabled an in-depth and contextualised understanding of the phenomenon under analysis. The results show that the active participation of families, especially grandparents, and the valuing of intergenerational relationships contribute to the well-being and development of children and the elderly, promoting the development of social, communication and empathy skills in children, and the reinforcement of a sense of usefulness and personal appreciation in the elderly. In fact, the data shows that the grandparents actively contribute to the well-being of the children in room T, by accompanying them every day, collaborating in activities promoted by the socioeducational organisation and sharing experiences and family traditions.
The internship report presented here is part of Supervised Professional Practice II part of the Master's Degree in Pre-School Education at the Lisbon School of Education. The purpose of this document is to provide a reflective and well-founded account of my process of intervention and educational research carried out over four months in an educational establishment belonging to the public and private network, in the Pre-School setting, with a group of twenty-five children aged between two and five. It also presents a critical reflection on the process of building professionalism, based on the experiences of supervised practice. As a result of a frequent interpretative analysis of my observations and experiences throughout the practice, I considered it pertinent to reflect on the role of the socio-educational organisation as a space that promotes sharing, experiences and interactions between children and the elderly, carrying out a qualitative study, guided by the case study methodology, with the following objectives: (i) To uncover the perceptions of families, the director and the teacher about the importance of building partnerships with families in a kindergarten setting; (ii) To identify and characterise the practices and activities that the socio-educational organisation promotes to encourage family participation and involvement; (iii) To analyse the potential of intergenerational interaction for the well-being and development of children; (iv) To identify and characterise the practices and activities that the socio-educational organisation promotes to encourage relationships between children and the elderly; (v) To analyse the perceptions of children and grandparents about the relationships they establish with each other. Data collection involved the use of various techniques - direct participant observation, non-participant direct observation of a naturalistic nature, document analysis, semi-structured interviews with the director of the socio-educational organisation and the cooperating teacher, brief interviews with the children in room T and their grandparents, a questionnaire survey with the families of the children in room T and informal conversations with the cooperating teacher, which enabled an in-depth and contextualised understanding of the phenomenon under analysis. The results show that the active participation of families, especially grandparents, and the valuing of intergenerational relationships contribute to the well-being and development of children and the elderly, promoting the development of social, communication and empathy skills in children, and the reinforcement of a sense of usefulness and personal appreciation in the elderly. In fact, the data shows that the grandparents actively contribute to the well-being of the children in room T, by accompanying them every day, collaborating in activities promoted by the socioeducational organisation and sharing experiences and family traditions.
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
Envolvimento familiar Intergeracionalidade Educação pré-escolar Family involvement Intergenerationality Pre-school education
Pedagogical Context
Citation
Oliveira, B. P. H. (2025). Entrelaçar gerações em educação de infância: vivências, partilhas e interações entre crianças e idosos numa sala de pré-escolar [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22186