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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular (UC) da Prática Profissional Supervisionada II (PPSII) que decorreu numa Instituição Particular de Solidariedade Social (IPSS) em Lisboa, com um grupo de 22 crianças, 9 sexo masculino e 13 sexo feminino, com idades entre os 3 e os 6 anos. Este relatório reflete a minha experiência como educadora-estagiária ao longo da intervenção pedagógica, com a descrição do percurso seguido e o desenvolvimento de uma abordagem investigativa. O relatório também apresenta uma pesquisa conduzida no mesmo contexto educativo centrada no impacto da qualidade do espaço exterior e das atitudes dos adultos na forma como as crianças se envolvem em brincadeiras arriscadas. Com o objetivo principal de entender de que forma as perceções dos adultos sobre o risco e a qualidade do espaço exterior podem ou não impactar a liberdade de ação das crianças, a investigação assume uma natureza mista na modalidade de estudo de caso e a recolha de dados envolveu diferentes técnicas e instrumentos, mais concretamente, observação direta participante e não participante, registos escritos e fotográficos, inquéritos por questionário, o instrumento AHEMD- Affordances in the Home Environment for Motor Development e análise documental. Através da análise e posterior discussão dos resultados revelaram-se as conceções da equipa educativa e da Diretora Pedagógica em relação ao risco e como essas perceções afetam as suas práticas de supervisão, conduzindo-as a comportamentos restritivos que limitam a liberdade das crianças. O estudo apresentado salienta a importância da promoção de práticas pedagógicas que ponderem o risco e o benefício (Ball, 2002), contrastando com a tendência de uma sociedade que evita o risco a qualquer custo (Gill, 2007).
This report was prepared within the scope of the Curricular Unit (CU) of Supervised Professional Practice II (PPSII) which took place in a Private Social Solidarity Institution (IPSS) in Lisbon, with a group of 22 children, 9 male and 13 female, aged between 3 and 6 years old. This report reflects my experience as a trainee educator throughout the pedagogical intervention, with a description of the path followed and the development of an investigative approach. The report also presents research conducted in the same educational context focusing on the impact of the quality of outdoor space and adult attitudes on the way children engage in risky play. With the main objective of understanding how adults' perceptions of the risk and quality of outdoor space may or may not impact children's freedom of action, the investigation takes on a mixed nature in the form of case study and data collection. It involved different techniques and instruments, more specifically, direct participant and non-participant observation, written and photographic records, questionnaire surveys and the AHEMD- Affordances in the Home Environment for Motor Development instrument and documentary analysis. Through analysis and subsequent discussion of the results, the conceptions of the educational team and the Pedagogical Director in relation to risk were revealed and how these perceptions affect their supervision practices, leading them to restrictive behaviors that limit children's freedom. The study presented highlights the importance of promoting pedagogical practices that consider risk and benefit (Ball, 2002), contrasting with the tendency of a society that avoids risk at any cost (Gill, 2007).
This report was prepared within the scope of the Curricular Unit (CU) of Supervised Professional Practice II (PPSII) which took place in a Private Social Solidarity Institution (IPSS) in Lisbon, with a group of 22 children, 9 male and 13 female, aged between 3 and 6 years old. This report reflects my experience as a trainee educator throughout the pedagogical intervention, with a description of the path followed and the development of an investigative approach. The report also presents research conducted in the same educational context focusing on the impact of the quality of outdoor space and adult attitudes on the way children engage in risky play. With the main objective of understanding how adults' perceptions of the risk and quality of outdoor space may or may not impact children's freedom of action, the investigation takes on a mixed nature in the form of case study and data collection. It involved different techniques and instruments, more specifically, direct participant and non-participant observation, written and photographic records, questionnaire surveys and the AHEMD- Affordances in the Home Environment for Motor Development instrument and documentary analysis. Through analysis and subsequent discussion of the results, the conceptions of the educational team and the Pedagogical Director in relation to risk were revealed and how these perceptions affect their supervision practices, leading them to restrictive behaviors that limit children's freedom. The study presented highlights the importance of promoting pedagogical practices that consider risk and benefit (Ball, 2002), contrasting with the tendency of a society that avoids risk at any cost (Gill, 2007).
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
Educação pré-escolar Risco Affordance Espaço exterior Prática profissional supervisionada Preschool education Risk Outer space Supervised professional practice
Citation
Fonseca, C. N. (2024). A aversão ao risco em idade pré-escolar: conceções (e práticas) do e sobre o papel do adulto e as affordances do espaço exterior (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17985