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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada II (PPS II), compreendida no currículo do Curso de Mestrado em Educação Pré-Escolar da Escola Superior de Educação do Instituto Politécnico de Lisboa, e pretende apresentar, de uma forma sistemática, fundamentada e reflexiva, o processo de intervenção desenvolvido em contexto de Jardim de Infância. A PPS II decorreu durante quatro meses, numa Instituição Particular de Solidariedade Social (IPSS), com um grupo constituído por vinte e três crianças, com idades compreendidas entre os quatro e os seis anos de idade. Paralelamente à caracterização e análise reflexiva da PPS II, também se apresenta uma investigação de natureza qualitativa/mista, um estudo de caso, resultante das observações realizadas no decurso do estágio relativas ao risco e ao perigo no brincar. A problemática emergiu das inseguranças e preocupações percecionadas na equipa educativa face às brincadeiras das crianças no espaço exterior da OS e/ou no seu contacto com a Natureza, que, mais propriamente, envolvessem um brincar com risco, gerando não raro por parte das profissionais em causa atitudes inibidoras da ação lúdica infantil. Com esta investigação, procurei, mais concretamente, compreender quais as conceções das educadoras e auxiliares de educação do contexto em apreço relativamente ao risco e ao perigo na sua ação educativa e à sua influência nas brincadeiras das crianças. A recolha dos dados contemplou diversas técnicas e instrumentos, nomeadamente, a observação direta e indireta, registos escritos, uma entrevista semiestruturada, um inquérito por questionário e a aplicação da escala “The Children’s Physical Environments Rating Scale”, recorrendo-se, posteriormente, à análise de conteúdo dos mesmos, por meio da elaboração de árvores categoriais e da subsequente triangulação dos dados. Com a presente investigação depreende-se que o envolvimento da criança com o risco tem um papel fulcral no seu desenvolvimento e aprendizagem, lembrando que as crianças que têm consciência do seu domínio de risco regulam, gradualmente, as suas próprias brincadeiras arriscadas de acordo com o seu medo e as suas capacidades (Kaarby, 2004). Todavia, verificámos que as educadoras e auxiliares não o promovem, apesar de saberem distinguir o risco do perigo. Evidenciou-se, ainda, que as preocupações por parte dos adultos interferem nas brincadeiras das crianças, pelo que o presente estudo serve, também, de incentivo à reflexão sobre o perigo de não possibilitarmos às crianças que corram riscos. Numa fase final do presente relatório apresento uma reflexão crítica sobre o processo de construção da profissionalidade, atendendo à prática desenvolvida, a qual esteve assente numa articulação da observação, reflexão e investigação.
This report appears within the scope of the Curricular Unit Supervised Professional Practice II, included in the curriculum of the Master's Course in Pre-School Education at the Escola Superior de Educação do Instituto Politécnico de Lisboa, and aims to present, in a systematic, wellfounded and reflective way, the intervention process developed in a Kindergarten context. PPS II took place over four months, in a Private Social Solidarity Institution (IPSS), with a group made up of twenty-three children, aged between four and six years old. Parallel to the characterization and reflective analysis of PPS II, an investigation of a qualitative/mixed nature was also presented, a case study, which I was able to carry out as a result of children's observations regarding risk and danger in playing. The choice of this theme and the problem, came from the fact that it is a topic that raises some concern in me and from the observations made during the internship period, particularly with regard to the children's games in the outside space of the socio-educational organization, the contact they had with nature, involving risky play, and the stance adopted by the educational team in relation to them. These games generated insecurities and concerns that were noticeable in comments such as “look, you’re going to get hurt” and “get out of there”, showing how they repressed the child’s actions. With this investigation, I sought, more specifically, to understand the conceptions of educators and educational assistants, in the pre-school context in question, regarding risk and danger in their educational action and their influence on children's games. Data collection contains several techniques and instruments, namely, direct and indirect observation, written records, a semi-structured interview, a questionnaire survey and the application of the “The Children's Physical Environments Rating Scale”, subsequently using the content analysis, through the creation of categorical trees and subsequent data triangulation. With this research venture, it is clear that children's involvement with risk plays a key role in their development and learning, remembering that children who are aware of their risk control gradually regulate their own risky play in accordance with their fear and their capabilities (Kaarby, 2004). However, we found that educators and assistants do not promote it, despite knowing how to distinguish risk from danger. It was also evident that concerns on the part of adults interfere with children's games, so this study also serves as an incentive to reflect on the danger of not allowing children to take risks. In the final phase of this report, I present a critical reflection on the process of building professionalism, taking into account the practice developed, which was based on an articulation of observation, reflection and research.
This report appears within the scope of the Curricular Unit Supervised Professional Practice II, included in the curriculum of the Master's Course in Pre-School Education at the Escola Superior de Educação do Instituto Politécnico de Lisboa, and aims to present, in a systematic, wellfounded and reflective way, the intervention process developed in a Kindergarten context. PPS II took place over four months, in a Private Social Solidarity Institution (IPSS), with a group made up of twenty-three children, aged between four and six years old. Parallel to the characterization and reflective analysis of PPS II, an investigation of a qualitative/mixed nature was also presented, a case study, which I was able to carry out as a result of children's observations regarding risk and danger in playing. The choice of this theme and the problem, came from the fact that it is a topic that raises some concern in me and from the observations made during the internship period, particularly with regard to the children's games in the outside space of the socio-educational organization, the contact they had with nature, involving risky play, and the stance adopted by the educational team in relation to them. These games generated insecurities and concerns that were noticeable in comments such as “look, you’re going to get hurt” and “get out of there”, showing how they repressed the child’s actions. With this investigation, I sought, more specifically, to understand the conceptions of educators and educational assistants, in the pre-school context in question, regarding risk and danger in their educational action and their influence on children's games. Data collection contains several techniques and instruments, namely, direct and indirect observation, written records, a semi-structured interview, a questionnaire survey and the application of the “The Children's Physical Environments Rating Scale”, subsequently using the content analysis, through the creation of categorical trees and subsequent data triangulation. With this research venture, it is clear that children's involvement with risk plays a key role in their development and learning, remembering that children who are aware of their risk control gradually regulate their own risky play in accordance with their fear and their capabilities (Kaarby, 2004). However, we found that educators and assistants do not promote it, despite knowing how to distinguish risk from danger. It was also evident that concerns on the part of adults interfere with children's games, so this study also serves as an incentive to reflect on the danger of not allowing children to take risks. In the final phase of this report, I present a critical reflection on the process of building professionalism, taking into account the practice developed, which was based on an articulation of observation, reflection and research.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Brincar Risco Perigo Conceções Prática profissional supervisionada Preschool education Play Risk Danger Conceptions Supervised professional practice
Citation
Aguiar, J. A. S. (2024). O brincar na Educação Pré-Escolar: conceções do adulto sobre o risco e o perigo como fatores influenciadores da sua ação educativa (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18050