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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular (UC) de
Prática Profissional Supervisionada [Módulo II – Jardim de Infância] do 2º ano do
Mestrado de Educação Pré-Escolar da Escola Superior de Educação de Lisboa. Este
relatório constitui-se como um trabalho reflexivo acerca da minha prática enquanto
educadora estagiária com especial enfoque no período que estive com um grupo de
20 crianças entre 3 e os 6 anos de idade e equipa educativa num JI público em Lisboa.
Deste modo, é apresentada ao leitor uma caracterização do contexto, as
minhas intenções para a ação e a avaliação da prática. Apresenta-se, também, a
reflexão acerca da construção da minha identidade profissional enquanto futura
educadora de infância, revelando os valores pedagógicos com os quais me identifico e
de que forma a realização da PPS tanto em creche como em JI, bem como a
realização deste relatório, contribuíram para esta (re)construção. Este relatório
contempla também a apresentação da investigação realizada naquele contexto sobre
a participação das crianças. Do ponto de vista metodológico, a investigação assume
uma natureza qualitativa, tendo recorrido ao método de estudo de caso, utilizando um
conjunto de diferentes técnicas e instrumentos de recolha de informação.
Esta investigação corroborou a importância que o/a educador/a de infância tem
na promoção dos direitos de participação das crianças, através da criação de espaçostempos
nas quais a criança tem efetivo poder de decisão. Nesta investigação
testemunhei a competência das crianças em participarem em assuntos que lhes dizem
respeito, assumindo-se como cidadãos participativos e fazendo uso desse direito.
Constatei, ainda, que um dos maiores obstáculos à participação das crianças no JI é a
forma como as rotinas institucionais se organizam, nas quais as crianças não são
incluídas, o que leva à necessidade de pensar não só na forma como se pode
promover a participação das crianças na sala, mas também em todo o JI.
ABSTRACT This report was carried out within the scope of the Curricular Unit of Supervised Professional Practice [Module II - Kindergarten] of the 2nd year of the Master's Degree in Pre-School Education of the Escola Superior de Educação de Lisboa, constituting itself as a work of reflective character about my practice as a trainee educator with special focus in the period I was with a group of 20 children between 3 and 6 years and educational team in a public kindergarten in Lisbon. The reader is presented with a characterization of the context in which my intervention took place, my intentions for the action, as well as the evaluation of the whole practice. It also contemplates the reflection about the construction of my professional identity as a future kindergarten teacher, revealing the pedagogical values with which I identify myself and in what way the Supervised Professional Practice in both nursery and kindergarten, as well as the realization of the present work contributed to this (re)construction. This report also includes the presentation of the research carried out in that context on the participation of children. From the methodological point of view, the research assumes a qualitative nature, having resorted to the method of case study, using a set of different techniques and instruments of information collection. This research corroborated the importance that the child educator has in promoting children's participation rights, through the creation of space-times in which the child has effective decision-making power. In this research I witnessed the children's ability to participate in matters that concern them, taking on the role of participatory citizens and making use of this right. I also found that one of the major obstacles to children's participation in kindergarten is the way institutional routines organize themselves, in which children are not included, which leads to the need to think not only about how participation can be promoted of children in the kindergarten room, but also in all kindergarten.
ABSTRACT This report was carried out within the scope of the Curricular Unit of Supervised Professional Practice [Module II - Kindergarten] of the 2nd year of the Master's Degree in Pre-School Education of the Escola Superior de Educação de Lisboa, constituting itself as a work of reflective character about my practice as a trainee educator with special focus in the period I was with a group of 20 children between 3 and 6 years and educational team in a public kindergarten in Lisbon. The reader is presented with a characterization of the context in which my intervention took place, my intentions for the action, as well as the evaluation of the whole practice. It also contemplates the reflection about the construction of my professional identity as a future kindergarten teacher, revealing the pedagogical values with which I identify myself and in what way the Supervised Professional Practice in both nursery and kindergarten, as well as the realization of the present work contributed to this (re)construction. This report also includes the presentation of the research carried out in that context on the participation of children. From the methodological point of view, the research assumes a qualitative nature, having resorted to the method of case study, using a set of different techniques and instruments of information collection. This research corroborated the importance that the child educator has in promoting children's participation rights, through the creation of space-times in which the child has effective decision-making power. In this research I witnessed the children's ability to participate in matters that concern them, taking on the role of participatory citizens and making use of this right. I also found that one of the major obstacles to children's participation in kindergarten is the way institutional routines organize themselves, in which children are not included, which leads to the need to think not only about how participation can be promoted of children in the kindergarten room, but also in all kindergarten.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção
de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Educação de infância Participação Direitos da criança Cidadania Jardim de infância Supervised professional practice Childhood education Kindergarten Participation Rights of the child Citizenship
Citation
Rocha, A. S. R. (2018). “Toda a gente deve ter opinião para fazer tudo” (Lucas, 5 anos). Garantir o direito de participação na prática profissional supervisionada (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9426