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Perceções das crianças, das famílias e da equipa educativa sobre relações intergeracionais em educação de infância
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Resumo(s)
O presente relatório emerge no âmbito da unidade curricular de Prática Profissional Supervisionada II, com o propósito de refletir sobre o exercício pedagógico na valência de jardim de infância. Tendo esta sido realizada numa Instituição Particular de Solidariedade Social, cuja ação é regulada pelos princípios do Movimento da Escola Moderna. No decorrer destes meses de prática acompanhei um grupo de 22 crianças com idades compreendidas entre os três e os seis anos, em parceria com a educadora e com a técnica de ação educativa. Tendo em vista este relatório, a descrição, análise crítica e a reflexão acerca do vivenciado na intervenção pedagógica. Contendo a caracterização do contexto socioeducativo, as intenções para a ação definidas e explanadas na ação pedagógica concebida, como também a identificação da problemática emergente do contexto. No decurso deste estágio, foi realizado um estudo de caso, no qual o objetivo era analisar as conceções das crianças, das famílias, dos idosos e das educadoras acerca da intergeracionalidade existente em JI e conhecer quais as estratégias empregues na prática educativa, na instituição onde efetivei a PPS II, para a promoção de práticas intergeracionais no contexto e entender qual o seu impacto no mesmo. As entrevistas foram feitas a 6 idosos, 6 familiares diretos de crianças acompanhadas na nossa sala de JI que interagem com idosos, 9 familiares diretos de crianças acompanhadas na nossa sala de JI que não interagem com idosos, 3 educadoras de infância e 14 crianças do jardim de infância. Pôde-se verificar que a perceção dos idosos, pais, educadores e crianças sobre a intergeracionalidade é a de atribuição de importância às interações educativas e sociais com os cidadãos idosos, de modo a reduzir a segregação etária e aumentar a empatia das crianças, mas também, para que sejam partilhadas experiências, valores e cultura.
This report is part of the Supervised Professional Practice II curricular unit, with the purpose of reflecting on the pedagogical exercise in kindergarten. This was carried out in a Private Social Solidarity Institution (IPSS), whose action is regulated by the principles of the Modern School Movement (MEM). During these months of practice, I accompanied a group of 22 children with the ages between 3 and 6 years old, in partnership with the educator and the educational action technician. The aim of this report is to describe, critically analyze and reflect on the experience of the pedagogical intervention. It includes the characterization of the socioeducational context, the intentions for the action defined and explained in the conceived pedagogical action, as well as the identification of the problems emerging from the context. During this internship, a case study was carried out and the goal was to analyze the conceptions of children, families, elderly people and educators about the intergenerationality that exists in Kindergarten and to understand which strategies are used in the institution where I carried out PPS II, to promote intergenerational practices in the context and understand their impact on it. The interviews were conducted with 6 elderly people, 6 direct family members of children monitored in our KG1 room who interact with elderly people, 9 direct family members of children monitored in our KG room who do not interact with elderly people, 3 kindergarten teachers and 14 kindergarten children. It was possible to verify that the perception of elderly people, parents, educators and children about intergenerationality is that they attribute importance to educational and social interactions with elderly citizens, in order to reduce age segregation and increase children's empathy, but also to share experiences, values and culture.
This report is part of the Supervised Professional Practice II curricular unit, with the purpose of reflecting on the pedagogical exercise in kindergarten. This was carried out in a Private Social Solidarity Institution (IPSS), whose action is regulated by the principles of the Modern School Movement (MEM). During these months of practice, I accompanied a group of 22 children with the ages between 3 and 6 years old, in partnership with the educator and the educational action technician. The aim of this report is to describe, critically analyze and reflect on the experience of the pedagogical intervention. It includes the characterization of the socioeducational context, the intentions for the action defined and explained in the conceived pedagogical action, as well as the identification of the problems emerging from the context. During this internship, a case study was carried out and the goal was to analyze the conceptions of children, families, elderly people and educators about the intergenerationality that exists in Kindergarten and to understand which strategies are used in the institution where I carried out PPS II, to promote intergenerational practices in the context and understand their impact on it. The interviews were conducted with 6 elderly people, 6 direct family members of children monitored in our KG1 room who interact with elderly people, 9 direct family members of children monitored in our KG room who do not interact with elderly people, 3 kindergarten teachers and 14 kindergarten children. It was possible to verify that the perception of elderly people, parents, educators and children about intergenerationality is that they attribute importance to educational and social interactions with elderly citizens, in order to reduce age segregation and increase children's empathy, but also to share experiences, values and culture.
Descrição
Relatório de Prática de Ensino Supervisionada Apresentado no âmbito da Unidade Curricular da Prática Profissional Supervisionada II
Palavras-chave
Estudo de caso Intergeracionalidade em jardim de infância Conceções e fatores de influência Case study Intergenerationality in kindergarten Conceptions and influencing factors
Contexto Educativo
Citação
Cipriano, C. I. S. (2025). Perceções das crianças, das famílias e da equipa educativa sobre relações intergeracionais em educação de infância [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22344