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Abstract(s)
O presente relatório espelha o trajeto de intervenção e de reflexão tidos ao longo da Prática Profissional Supervisionada ao longo de quatro meses. O relatório aborda uma componente investigativa que, a partir de um referencial teórico que põe em diálogo as Ciências da Educação e da Sociologia da Infância, centra-se na sociabilidade entre pares e na construção de relações sociais no espaço exterior: o recreio. O objetivo principal foi compreender como são estabelecidos os vínculos e a organização social entre as crianças, analisando as conceções da Educadora Cooperante sobre o tema e cruzando-as com as práticas pedagógicas adotadas e as perceções das crianças. Metodologicamente, a pesquisa foi operacionalizada através de uma abordagem
qualitativa e interpretativa, seguindo a metodologia de estudo de caso e utilizando técnicas de recolha de informação, tais como observação, entrevista à Educadora Cooperante, entrevistas estruturadas com as crianças e análise documental aos relatórios da PPSII realizados na ESELx sobre o tema da pesquisa. Da análise reflexiva realizada, destaca-se a importância do espaço do recreio enquanto lugar das e para as crianças. Além disso, a pesquisa evidenciou a complexidade das relações sociais, que refletem uma
microssociedade com critérios específicos nas suas interações. Este processo levou-me a questionar profundamente as minhas conceções e práticas pedagógicas no que diz respeito ao reconhecimento, posicionamento e gestão das singularidades das crianças, tanto nas suas ações e interações sociais como nas aprendizagens significativas no contexto do JI. Esta reflexão revelou-se essencial para o desenvolvimento da minha profissionalidade.
The present report elucidates the journey of intervention and reflection undertaken throughout the four-month Supervised Professional Practice. It delves into an investigative component that, grounded in a theoretical framework synthesising Education Sciences and Sociology of Childhood, focuses on peer sociability and the formation of social relationships in the outdoor environment, particularly the playground. The primary objective was to understand the establishment of bonds and social structures among children, through an analysis of the conceptions held by the collaborating educator on the subject, juxtaposed with the adopted pedagogical practices and the perceptions of the children. Methodologically, the research was conducted using a qualitative and interpretative approach, following the case study methodology and employing data collection techniques such as observation, interviews with the Cooperating Educator, structured interviews with the children, and documentary analysis of the PPSII reports conducted at ESELx on the research topic. From the reflective analysis conducted, the significance of the playground as a space for and of the children emerges prominently. Moreover, the research shed light on the complexities of social relationships, reflecting a microsociety with distinct criteria in their interactions. This process prompted a profound interrogation of my conceptions and pedagogical practices concerning the recognition, positioning, and management of children's singularities, both in their actions and social interactions, as well as in significant learning within the context of the kindergarten. This introspective journey proved indispensable for the cultivation of my professional acumen.
The present report elucidates the journey of intervention and reflection undertaken throughout the four-month Supervised Professional Practice. It delves into an investigative component that, grounded in a theoretical framework synthesising Education Sciences and Sociology of Childhood, focuses on peer sociability and the formation of social relationships in the outdoor environment, particularly the playground. The primary objective was to understand the establishment of bonds and social structures among children, through an analysis of the conceptions held by the collaborating educator on the subject, juxtaposed with the adopted pedagogical practices and the perceptions of the children. Methodologically, the research was conducted using a qualitative and interpretative approach, following the case study methodology and employing data collection techniques such as observation, interviews with the Cooperating Educator, structured interviews with the children, and documentary analysis of the PPSII reports conducted at ESELx on the research topic. From the reflective analysis conducted, the significance of the playground as a space for and of the children emerges prominently. Moreover, the research shed light on the complexities of social relationships, reflecting a microsociety with distinct criteria in their interactions. This process prompted a profound interrogation of my conceptions and pedagogical practices concerning the recognition, positioning, and management of children's singularities, both in their actions and social interactions, as well as in significant learning within the context of the kindergarten. This introspective journey proved indispensable for the cultivation of my professional acumen.
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
Jardim de Infância Sociabilidades Recreio Brincar. Relações sociais entre crianças Kindergarten Children’s sociabilities Social relations Playground Play
Citation
Dutra, S. F. (2024). Relações de sociabilidade na sala 2 de um jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18102