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Advisor(s)
Abstract(s)
Este relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada II, inserida no plano de estudos do Mestrado em Educação Pré-Escolar. O mesmo realça o período em que me integrei como estagiária num Jardim de Infância (JI), no qual estive desde 17 de outubro de 2022 a 13 de fevereiro de 2023, com um grupo de crianças com idades compreendidas entre os três e os seis anos e com a respetiva equipa educativa (educadora de infância e assistente operacional). A investigação emerge do projeto que desenvolvi com as crianças, no qual estas manifestaram as suas opiniões acerca do que as crianças fazem: brincam, trabalham e/ou fazem ambos. Assim, defini os seguintes objetivos: i) conhecer as conceções das crianças da sala 3 sobre se “As crianças brincam e/ou trabalham?”; ii) conhecer as conceções das profissionais da sala 3 acerca da mesma questão. Procurei, ainda, compreender como os tempos-espaços do JI influenciam a projeção de momentos direcionados para o brincar e para o trabalhar e como a prática pedagógica do/a educador/a influencia o modo como as crianças consideram os diferentes momentos da rotina no JI. Esta investigação assume uma natureza qualitativa consubstanciada num estudo de caso. De entre as técnicas de recolha de dados utilizadas, é de destacar o recurso a entrevistas semiestruturadas e focalizadas, como forma de promover as vozes das crianças e das profissionais. A investigação, assim como a minha ação assentaram em princípios éticos. As conclusões da investigação remetem para: i) uma visão do brincar enquanto ofício da criança; ii) o reconhecimento de uma pressão social para valorizar e incentivar determinados tipos de aprendizagens, úteis futuramente; iii) a importância de dignificar o papel do/a educador/a e de contribuir para um novo olhar sobre o JI; iv) um olhar das crianças a partir do quadro dos direitos da criança.
This report is part of the Curricular Unit Supervised Professional Practice II, inserted in the study plan of the Master's Degree of Pre-School Education. The report highlights the period in which I was integrated as a trainee in a Kindergarten, between October 17th of 2022 and February 13th of 2023, with a group of children aged between 3 and 6 years old and the education team (the Kindergarten teacher and operational assistant). This study comes from the project I developed with the children, in which they manifested their opinions about what children do: play, work and/or do both. Thus, I defined the following goals: i) to know the conceptions of children in Room 3 around the question "Do the children play and/or work?"; ii) to know the professional conceptions of Room 3 (cooperating educator and operational assistant) about the same issue. I also tried to understand how the times-spaces of the Kindergarten influence the projection of moments directed to play and to work and in what degree can the kindergarten teacher's pedagogical practice influence the way children look at the different moments that make up their day in Kindergarten. This investigation assumes a qualitative nature embodied in a case study. Among the choices of the data used, it is worth mentioning the use of semi-structured and focused interviews, as a way of giving voice to both children and professionals. The research, as well as my action, were based on ethical principles. The investigation's conclusions refer to: i) a vision of playing as a child's job; ii) the acknowledgement of a social pressure to value and encourage certain types of learning, useful in the future; iii) the importance of dignifying the role of the kindergarten teacher and contributing to a new look at kindergarten; iv) a vision of children from the framework of children's rights.
This report is part of the Curricular Unit Supervised Professional Practice II, inserted in the study plan of the Master's Degree of Pre-School Education. The report highlights the period in which I was integrated as a trainee in a Kindergarten, between October 17th of 2022 and February 13th of 2023, with a group of children aged between 3 and 6 years old and the education team (the Kindergarten teacher and operational assistant). This study comes from the project I developed with the children, in which they manifested their opinions about what children do: play, work and/or do both. Thus, I defined the following goals: i) to know the conceptions of children in Room 3 around the question "Do the children play and/or work?"; ii) to know the professional conceptions of Room 3 (cooperating educator and operational assistant) about the same issue. I also tried to understand how the times-spaces of the Kindergarten influence the projection of moments directed to play and to work and in what degree can the kindergarten teacher's pedagogical practice influence the way children look at the different moments that make up their day in Kindergarten. This investigation assumes a qualitative nature embodied in a case study. Among the choices of the data used, it is worth mentioning the use of semi-structured and focused interviews, as a way of giving voice to both children and professionals. The research, as well as my action, were based on ethical principles. The investigation's conclusions refer to: i) a vision of playing as a child's job; ii) the acknowledgement of a social pressure to value and encourage certain types of learning, useful in the future; iii) the importance of dignifying the role of the kindergarten teacher and contributing to a new look at kindergarten; iv) a vision of children from the framework of children's rights.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Brincar Direitos da criança Ofício da criança Jardim de Infância Children Play Children's rights Child occupation Kindergarten
Citation
Bento, A. S. S. (2023). As crianças brincam ou trabalham? Conceções de crianças e profissionais em Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17077