Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática Profissional Supervisionada II, tendo em vista a análise, a reflexão e a fundamentação da intervenção realizada, enquanto estudante-estagiária, numa organização socioeducativa de cariz privado, localizada em Lisboa, com um grupo de crianças com 3 anos. Deste modo, começa-se por apresentar uma caracterização reflexiva do contexto em que decorreu a prática, sendo sobre esta que assenta a análise reflexiva da intervenção, da qual se destacam as intencionalidades educativas. Segue-se um capítulo dedicado à investigação realizada, cuja problemática – A promoção da autonomia de crianças, em contexto de educação de educação de infância: conceções – concede o título ao relatório. Pretendendo-se caracterizar as conceções de educadores de infância acerca da autonomia das crianças e, particularmente, o papel, enquanto promotor dessa autonomia, a investigação teve como objetivos: (i) perceber quais são as perspetivas dos educadores de infância sobre a promoção da autonomia das crianças; (ii) conhecer as perceções de educadores de infância sobre o seu papel na promoção da autonomia das crianças; (iii) identificar estratégias que os educadores de infância implementam para potenciar o desenvolvimento da autonomia na criança; (iv) compreender quais são os fatores que influenciam o desenvolvimento da autonomia das crianças e (v) perceber em que medida é que a rotina diária contribui para o desenvolvimento da autonomia das crianças. Os últimos dois capítulos são dedicados à construção da profissionalidade docente, bem como à reflexão e à avaliação do trabalho realizado no contexto com todos os intervenientes.
A nível metodológico, a investigação realizada caracteriza-se por ser de natureza qualitativa, tendo-se realizado um estudo de carácter exploratório e recorrido a diferentes técnicas e instrumentos. Os resultados evidenciam que as educadoras perspetivam a autonomia como um aspeto crucial do desenvolvimento da criança e que estas têm um papel importante no desenvolvimento da mesma. As potencialidades do estudo implicam que os adultos possam melhorar a sua prática educativa, sobretudo no que respeita ao desenvolvimento da autonomia das crianças.
ABSTRACT The presented report appears within the scope of the Curricular Unit of Supervised Professional Practice II, perceiving the analysis, reflection and theoretical foundation of the practice carried out, as a trainee student, in a private socio-educational organization, located in Lisbon, with a group of 3-year-old children. Thus, it begins by presenting a reflexive characterization of the context in which the practice took place, on which the reflexive analysis of the intervention is based, wherefrom the education intentions stand out. The following chapter is dedicated to the research carried out, whose problem – The promotion of children’s autonomy in the context of early childhood education: conceptions – gives the report its title. Intending to characterize the conceptions of early childhood educators about the autonomy of children and, particularly, their role as a promoter of this autonomy, the research had the following objectives: (i) understand the perspectives of early childhood educators on the promotion of children's autonomy; (ii) getting to know the perceptions of early childhood educators about their role in promoting children's autonomy; (iii) identify strategies that early childhood educators implement to enhance the development of autonomy in children; (iv) understand what factors influence the development of autonomy in children and (v) understand to what extent the daily routine contributes to the development of children's autonomy. The last two chapters are dedicated to the construction of teaching professionality, as well as to the reflection and evaluation of the work carried out in the context with all participants in the educational process. At a methodological level, the research conducted is characterized as being qualitative in nature, having carried out an exploratory study and used different techniques and instruments. The results show that early childhood educators see autonomy as a crucial aspect of child development and that they play an important role in child development. The potential of the study implies that adults can improve their educational practice, especially regarding the development of children’s autonomy.
ABSTRACT The presented report appears within the scope of the Curricular Unit of Supervised Professional Practice II, perceiving the analysis, reflection and theoretical foundation of the practice carried out, as a trainee student, in a private socio-educational organization, located in Lisbon, with a group of 3-year-old children. Thus, it begins by presenting a reflexive characterization of the context in which the practice took place, on which the reflexive analysis of the intervention is based, wherefrom the education intentions stand out. The following chapter is dedicated to the research carried out, whose problem – The promotion of children’s autonomy in the context of early childhood education: conceptions – gives the report its title. Intending to characterize the conceptions of early childhood educators about the autonomy of children and, particularly, their role as a promoter of this autonomy, the research had the following objectives: (i) understand the perspectives of early childhood educators on the promotion of children's autonomy; (ii) getting to know the perceptions of early childhood educators about their role in promoting children's autonomy; (iii) identify strategies that early childhood educators implement to enhance the development of autonomy in children; (iv) understand what factors influence the development of autonomy in children and (v) understand to what extent the daily routine contributes to the development of children's autonomy. The last two chapters are dedicated to the construction of teaching professionality, as well as to the reflection and evaluation of the work carried out in the context with all participants in the educational process. At a methodological level, the research conducted is characterized as being qualitative in nature, having carried out an exploratory study and used different techniques and instruments. The results show that early childhood educators see autonomy as a crucial aspect of child development and that they play an important role in child development. The potential of the study implies that adults can improve their educational practice, especially regarding the development of children’s autonomy.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Promoção da autonomia Crianças Educação de infância Conceções de educadores de infância Promotion of autonomy Children Early childhood education Educators’ conceptions
Citation
Alves, C. A. F. (2021). A promoção da autonomia de crianças em contexto de educação de infância: conceções (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14447