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Authors
Advisor(s)
Abstract(s)
O presente relatório consiste na exposição e análise do trabalho desenvolvido no âmbito da Prática Profissional Supervisionada II que decorreu durante um período de 13 semanas, num contexto de Jardim de Infância. Os principais objetivos são, portanto, apresentar de forma reflexiva, fundamentada e documentada todo o percurso desenvolvido no decorrer da prática profissional, nomeadamente, caracterizar o meio e o contexto socioeducativo, descrever o processo de planeamento, ação e avaliação da intervenção e ainda, apresentar um trabalho de investigação, abordando uma problemática emergente do contexto.
Em educação de infância, o relacionamento entre educador e criança é a base para o sucesso das aprendizagens. Esta relação vai sendo construída, tendo como base inúmeros alicerces, sendo que eu me debrucei sobre a hipótese de ser a relação pedagógica o ponto de partida para a gestão do grupo de crianças.
Do ponto de vista metodológico, optei por uma abordagem qualitativa, sendo a minha investigação um estudo de caso. No sentido de recolher dados empíricos, realizei observações de forma direta e continuada, com o objetivo de perceber de que forma a relação pedagógica pode facilitar a gestão do grupo e a manutenção de um clima harmonioso na sala de atividades.
Como resultados desta investigação, posso afirmar que, no contexto onde estive integrada, é através de uma relação de afeto entre adultos e crianças que se abrem as portas para a exploração, de forma ativa e participada. Ou seja, é a partir da relação pedagógica que se consegue um clima democrático com as crianças.
ABSTRACT This report consists on the presentation and analysis of the work carried out in the scope of Supervised Professional Practice II, which took place over a period of 13 weeks in a preschool education facility. The main objectives are to present in a reflective, informed and documented way all the work developed during my practice, namely, characterize the environment and the socio-educational context, describe the process of planning, action and evaluation of my intervention and present a research process, addressing an issue that emerged from the context. In childhood education, the relationship between educator and child is the basis for the success of learning. This relationship is built, based on innumerable foundations, in my research work, I focused on the hypothesis that the pedagogical relationship is the starting point for the management of the group of children. From the methodological point of view, I opted for a qualitative approach, wich makes my research a case-study. In order to collect empirical information, I´ve made observations in a direct and continuous way, with the objective of perceiving how the pedagogical relationship, can facilitate the management of the group and the maintenance of a harmonious living in the kindergarten. As result of this research, I can affirm that, in the context where I have been integrated, it is through a relationship of affection between adults and children that the doors to the exploration are opened in an active and participated way. As so, I believe that it is through the pedagogical relationship that we (educators) can achieve a democratic living with the children.
ABSTRACT This report consists on the presentation and analysis of the work carried out in the scope of Supervised Professional Practice II, which took place over a period of 13 weeks in a preschool education facility. The main objectives are to present in a reflective, informed and documented way all the work developed during my practice, namely, characterize the environment and the socio-educational context, describe the process of planning, action and evaluation of my intervention and present a research process, addressing an issue that emerged from the context. In childhood education, the relationship between educator and child is the basis for the success of learning. This relationship is built, based on innumerable foundations, in my research work, I focused on the hypothesis that the pedagogical relationship is the starting point for the management of the group of children. From the methodological point of view, I opted for a qualitative approach, wich makes my research a case-study. In order to collect empirical information, I´ve made observations in a direct and continuous way, with the objective of perceiving how the pedagogical relationship, can facilitate the management of the group and the maintenance of a harmonious living in the kindergarten. As result of this research, I can affirm that, in the context where I have been integrated, it is through a relationship of affection between adults and children that the doors to the exploration are opened in an active and participated way. As so, I believe that it is through the pedagogical relationship that we (educators) can achieve a democratic living with the children.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jardim de infância Relação pedagógica Gestão do grupo Papel do educador Preschool education Pedagogical relationship Management of the group Role of the educator
Citation
Paulo, I. P. (2018). A importância da relação pedagógica na gestão do grupo de crianças: relato de uma construção em jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9442