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Authors
Advisor(s)
Abstract(s)
O presente relatório resulta da Prática Profissional Supervisionada (PPS) desenvolvida em Jardim de infância (JI), com crianças dos 3 aos 6 anos, durante um período de quatro meses.
A problemática investigada relaciona-se com a participação e com o envolvimento das crianças na organização do espaço educativo. De acordo com Cardona (1992) é fundamental que as transformações do espaço educativo "sejam sempre devidamente explicitadas e negociadas com as crianças" (p.10) para que, assim, compreendam e se situem autonomamente no decorrer das atividades em sala.
Deste modo, optei por realizar uma investigação sobre a própria prática, com o objetivo de analisar o nível de envolvimento das crianças em explorações livres nas diferentes áreas da sala; a analisar o modo como as crianças participam na reorganização do espaço educativo; a compreender a perceção da educadora de infância sobre a reorganização do espaço educativo
Neste sentido, recolhi informações a partir de duas grelhas de observação, uma sobre as escolhas das crianças no espaço educativo, outra sobre o envolvimento das crianças (Leavers, 2004), assim como a partir de registos fotográficos, notas de campo e uma entrevista semiestruturada. Os resultados obtidos permitiram-me refletir sobre a relevância da organização do espaço educativo, tendo em consideração o papel de todos os intervenientes. A promoção da participação das crianças no espaço refletiu-se num momento de partilha em grupo e integração da criança como agente do processo educativo que refletiu posteriormente o envolvimento do grupo nas diferentes explorações livres que realizaram em sala.
ABSTRACT This report results from the supervised professional Practice (PPS) developed in kindergarten (JI), with children aged 3 to 6 years, over a period of four months. The investigated problem relates to the participation and involvement of children in the organization of the educational space. According to Cardona (1992) is fundamental that the Transformation of the educational space "always be duly explained and negotiated with the Children "(p. 10) in order to, thus, understand and Get autonomously in the course of activities in the classroom. Thus, I chose to conduct An investigation of the practice itself, with the objective of analyzing the level of involvement of children in free explorations in different areas of the room; to analyse the way children Participate in the reorganization of the educational space; To understand the perception of the childhood educator about the reorganization of the educational space In this sense, I collected information from two observation grids, one on children 's Choices in the educational space, another on children's involvement (Leavers, 2004), as well as from phonorecords, Field notes and a semi-structured interview. The results obtained allowed me to reflect about the relevance the organization of the educational space, considering the role of all stakeholders. The promotion of children's participation in the space was reflected in a moment of group sharing and integration of the child as an agent of the educational process that subsequently reflected the group's involvement in the different free explorations that they performed in the classroom.
ABSTRACT This report results from the supervised professional Practice (PPS) developed in kindergarten (JI), with children aged 3 to 6 years, over a period of four months. The investigated problem relates to the participation and involvement of children in the organization of the educational space. According to Cardona (1992) is fundamental that the Transformation of the educational space "always be duly explained and negotiated with the Children "(p. 10) in order to, thus, understand and Get autonomously in the course of activities in the classroom. Thus, I chose to conduct An investigation of the practice itself, with the objective of analyzing the level of involvement of children in free explorations in different areas of the room; to analyse the way children Participate in the reorganization of the educational space; To understand the perception of the childhood educator about the reorganization of the educational space In this sense, I collected information from two observation grids, one on children 's Choices in the educational space, another on children's involvement (Leavers, 2004), as well as from phonorecords, Field notes and a semi-structured interview. The results obtained allowed me to reflect about the relevance the organization of the educational space, considering the role of all stakeholders. The promotion of children's participation in the space was reflected in a moment of group sharing and integration of the child as an agent of the educational process that subsequently reflected the group's involvement in the different free explorations that they performed in the classroom.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção
do grau de Mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Espaço educativo Participação envolvimento brincar Preschool education Educational space Participation Involvement Play
Pedagogical Context
Citation
Gomes, P. M. F. (2019). Envolvimento e participação das crianças no ambiente educativo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10932
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa