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Advisor(s)
Abstract(s)
Surge o presente relatório com o intuito de apresentar, fundamentadamente, toda a minha intervenção educativa no decorrer da Prática Profissional Supervisionada, módulo II (PPS II). O mesmo decorreu num contexto de Jardim de Infância (JI), com um grupo de crianças com idades compreendidas entre os 3 e os 6 anos.
A realização deste estágio possibilitou o contacto com uma nova prática educativa, na qual surgiu a oportunidade de adquirir novas aprendizagens relevantes na construção da minha identidade profissional. Ao longo da PPS II, pude conhecer um novo grupo de crianças; interagir com as mesmas e as suas respetivas famílias; conhecer e colaborar com a equipa educativa, sendo esta um importante apoio no decorrer de todo o processo. Pude inclusive refletir acerca da minha prática e das aprendizagens que fui adquirindo, aspeto fundamental e essencial à construção da minha profissionalidade. A este relatório está, igualmente, associada uma componente investigativa que emergiu durante a PPS II.
A investigação tem como foco a temática dos grupos heterogéneos, nomeadamente as conceções de educadoras de infância acerca do trabalho pedagógico com grupos heterogéneos. Após uma revisão teórica acerca da temática, foi realizada uma apresentação dos dados obtidos com a investigação, através da aplicação de uma entrevista a educadoras de infância. A investigação permitiu-me apurar que perante um mesmo tema, o qual considero relevante em educação de infância, existem diferentes perspetivas e pontos de vista por parte das educadoras de infância, o que pode estar relacionado não só com a essência e valores pessoais das educadoras, como das suas experiências profissionais.
Enquanto futura educadora de infância, tenciono valorizar todas as aprendizagens adquiridas ao longo de todo este processo e, assim, desenvolver uma prática educativa assente em valores como a confiança, o respeito, a partilha, a cooperação, para com todos os intervenientes dos contextos socioeducativos. Acima de tudo, e sendo as crianças o centro da minha prática, valorizo o afeto, as relações fortalecidas, o reconhecimento da criança como agente ativo no seu processo de aprendizagem, a promoção da autonomia acreditando estar a contribuir para o bem-estar e desenvolvimento das crianças.
ABSTRACT This report aims to present, in a reasoned way, all my educational intervention during the Supervised Professional Practice, Module II (PPS II). It took place in a kindergarten setting, with a group of children aged between 3 and 6 years old. This internship allowed me to come into contact with a new educational practice, in which I had the opportunity to acquire new learning experiences relevant to the construction of my professional identity. Throughout PPS II, I was able to meet a new group of children; interact with them and their respective families; meet and collaborate with the educational team, which was an important support throughout the process. I was also able to reflect on my practice and the learning I acquired, a fundamental and essential aspect to the construction of my professionalism. This report is also associated with an investigative component that emerged during PPS II. The research focuses on the issue of heterogeneous groups, namely the conceptions of kindergarten teachers about the pedagogical work with heterogeneous groups. After a theoretical review of the theme, a presentation of the data obtained from the research was made through an interview with kindergarten educators. The research allowed me to ascertain that when faced with the same theme, which I consider relevant in early childhood education, there are different perspectives and points of view on the part of the early childhood educators, which may be related not only to the essence and personal values of the educators, but also to their professional experiences. As a future kindergarten teacher, I intend to value all the learning acquired throughout this process and thus develop an educational practice based on values such as trust, respect, sharing, cooperation, for all those involved in the socio-educational contexts. Above all, and since children are the center of my practice, I value affection, strengthened relationships, recognition of the child as an active agent in his/her learning process, and the promotion of autonomy, believing I am contributing to the well-being and development of children.
ABSTRACT This report aims to present, in a reasoned way, all my educational intervention during the Supervised Professional Practice, Module II (PPS II). It took place in a kindergarten setting, with a group of children aged between 3 and 6 years old. This internship allowed me to come into contact with a new educational practice, in which I had the opportunity to acquire new learning experiences relevant to the construction of my professional identity. Throughout PPS II, I was able to meet a new group of children; interact with them and their respective families; meet and collaborate with the educational team, which was an important support throughout the process. I was also able to reflect on my practice and the learning I acquired, a fundamental and essential aspect to the construction of my professionalism. This report is also associated with an investigative component that emerged during PPS II. The research focuses on the issue of heterogeneous groups, namely the conceptions of kindergarten teachers about the pedagogical work with heterogeneous groups. After a theoretical review of the theme, a presentation of the data obtained from the research was made through an interview with kindergarten educators. The research allowed me to ascertain that when faced with the same theme, which I consider relevant in early childhood education, there are different perspectives and points of view on the part of the early childhood educators, which may be related not only to the essence and personal values of the educators, but also to their professional experiences. As a future kindergarten teacher, I intend to value all the learning acquired throughout this process and thus develop an educational practice based on values such as trust, respect, sharing, cooperation, for all those involved in the socio-educational contexts. Above all, and since children are the center of my practice, I value affection, strengthened relationships, recognition of the child as an active agent in his/her learning process, and the promotion of autonomy, believing I am contributing to the well-being and development of children.
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
Cranças Grupos heterogéneos Educador de infância Children Heterogeneous groups Early childhood educators
Citation
Nobre, R. P. L. (2021). Conceções de educadoras sobre o trabalho pedagógico com grupos heterogéneos - entre os três e os seis anos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14543