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Advisor(s)
Abstract(s)
O relatório foi elaborado no âmbito da Unidade Curricular de Prática Profissional
Supervisionada II que decorreu numa sala de jardim de infância num agrupamento de
escolas em Lisboa.
O relatório retrata o percurso traçado durante os quatro meses de intervenção
pedagógica, o desenvolvimento de uma atitude investigativa e a construção da
identidade profissional. Assim, inicialmente é apresentada ao/à leitor/a uma
caracterização do contexto e dos atores, que fundamenta a ação pedagógica,
complementando-a com as intencionalidades para a ação. No capítulo da construção
da profissionalidade é realizada uma reflexão sobre o processo de intervenção, a
investigação desenvolvida e ainda algumas considerações sobre o por detrás deste
processo.
O relatório possui uma componente investigativa, incidindo sobre a inclusão
entre pares e a construção de relações sociais no espaço do recreio. Tendo como
objetivo principal compreender como é que são construídos os relacionamentos e a
organização social entre pares, procurou-se analisar as conceções da educadora
cooperante sobre a temática, cruzando as mesmas com as práticas pedagógicas
desenvolvidas e com os dizeres que as crianças possuíam sobre o tema. A investigação
conduzida foi desenvolvida com um quadro teórico que cruza as Ciências da Educação
e a Sociologia da Infância.
Metodologicamente trata-se de uma investigação qualitativa e de um estudo de
caso. Para a recolha de dados, foram utilizadas várias técnicas como a observação,
conversas informais, entrevistas focalizadas de grupo às crianças da sala e ainda uma
entrevista semiestruturada realizada à educadora cooperante.
A análise e discussão dos dados revelou a importância do espaço do recreio
enquanto lugar das e para as crianças, palco e microssistema das suas relações e
ordem social. Além disso, a pesquisa evidenciou a complexidade das relações sociais,
que refletem uma microssociedade com critérios específicos nas suas relações. O
brincar traduz-se numa arena política (Ferreira, 2004) onde se definem as ordens
sociais.
ABSTRACT The report was prepared within the scope of the Curricular Unit of Supervised Professional Practice II, which took place in a kindergarten room in a group of schools in Lisbon. The report portrays the course traced during the four months of pedagogical intervention, the development of an investigative attitude and the construction of a professional identity. pedagogical, complementing it with intentions for action. In the chapter on the construction of professionalism, a reflection is made on the intervention process, the research carried out and even some considerations on what is behind this process. The report has an investigative component, focusing on peer inclusion and building social relationships in the playground. With the main objective of understanding how relationships and social organization between peers are built, an attempt was made to analyze the conceptions of the cooperating educator on the subject, crossing them with the pedagogical practices developed and with the sayings that the children had about the theme. The investigation carried out was developed with a theoretical framework that crosses the Education Sciences and the Sociology of Childhood. Methodologically, it is a qualitative investigation and a case study. For data collection, various techniques were used, such as observation, informal conversations, focused group interviews with the children in the classroom and even a semi-structured interview with the cooperating educator. The analysis and discussion of the data revealed the importance of the playground space as a place for children and a children place, the stage and microsystem of their relationships and social order. In addition, the research highlighted the complexity of social relationships, which reflect a microsociety with specific criteria in its relationships. Playing translates into a political arena (Ferreira, 2004) where social orders are defined.
ABSTRACT The report was prepared within the scope of the Curricular Unit of Supervised Professional Practice II, which took place in a kindergarten room in a group of schools in Lisbon. The report portrays the course traced during the four months of pedagogical intervention, the development of an investigative attitude and the construction of a professional identity. pedagogical, complementing it with intentions for action. In the chapter on the construction of professionalism, a reflection is made on the intervention process, the research carried out and even some considerations on what is behind this process. The report has an investigative component, focusing on peer inclusion and building social relationships in the playground. With the main objective of understanding how relationships and social organization between peers are built, an attempt was made to analyze the conceptions of the cooperating educator on the subject, crossing them with the pedagogical practices developed and with the sayings that the children had about the theme. The investigation carried out was developed with a theoretical framework that crosses the Education Sciences and the Sociology of Childhood. Methodologically, it is a qualitative investigation and a case study. For data collection, various techniques were used, such as observation, informal conversations, focused group interviews with the children in the classroom and even a semi-structured interview with the cooperating educator. The analysis and discussion of the data revealed the importance of the playground space as a place for children and a children place, the stage and microsystem of their relationships and social order. In addition, the research highlighted the complexity of social relationships, which reflect a microsociety with specific criteria in its relationships. Playing translates into a political arena (Ferreira, 2004) where social orders are defined.
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
Relações sociais Culturas de infância Recreio Brincar Social relations Childhood cultures Playground Play
Citation
Gama, M. M. O. (2023). “A primeira regra é... ser amigos!” (Matilde, 5 anos) desafios da inclusão entre pares e a construção de relações sociais no espaço do recreio (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16043