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Advisor(s)
Abstract(s)
O seguinte relatório é um registo reflexivo sobre a Prática Profissional Supervisionada Módulo II em contexto de Jardim de Infância, fazendo parte do plano de estudos do Mestrado de Educação Pré-Escolar.
O principal objetivo do mesmo será analisar e refletir acerca da minha intervenção no contexto e sobre as aprendizagens adquiridas ao longo de quatro meses de prática numa instituição escolar da rede pública englobando um grupo de dezoito crianças com idades compreendidas entre os três e os cinco anos (em setembro de 2016).
Para além de explicitar as minhas intenções pedagógicas no que se refere à minha intervenção, descrevendo o que fiz e porquê o fiz, irei também apresentar um estudo transversal, realizado neste contexto, acerca da construção das noções de identificação psicossocial no pré-escolar: a identidade de género.
Quanto à metodologia utilizada, esta foi de natureza mista, abrangendo assim uma perspetiva quantitativa e outra qualitativa. Como técnicas de recolha de dados, recorri à observação direta, à aplicação de dois guiões de perguntas e à consulta documental.
Os resultados obtidos demonstram que nesta fase as crianças conseguem identificar e reproduzir as caraterísticas relativas ao género feminino e masculino bem como determinados papéis sociais atribuídos aos mesmos. Contudo, as respostas obtidas pelos rapazes são mais marcadas socialmente do que as das raparigas.
Em conclusão, para que haja uma pedagogia de igualdade é importante que se reconheça e integre a igualdade entre ambos os sexos sendo este um objetivo que se insere na formação pessoal e social das crianças, respeitando o curso natural da construção das noções de género, pelas crianças.
Por fim, são feitas considerações finais acerca do impacto da prática profissional no desenvolvimento da minha profissionalidade enquanto futura Educadora de Infância.
ABSTRACT Here, a reflexive report on a curricular unit of the Master’s Degree in Preschool Education, the Supervised Professional Practice, is presented. It’s main aim is to analyse and reflect about a practical internship that took place in a state run kindergarten and lasted for four months, involving 18 children aged between three to five (in September 2016). The report makes explicit my underlying pedagogic intentionalities, by describing what kinds of activities were attempted and explored with children and why. It also describes a cross-sectional study on how children construct their sense of gender, an important psychosocial developmental milestone. A mixed methodology was used, both quantitative and qualitative exploring children´s conceptions about what is specific for their gender, through a set of familiar questions. Direct observations, field notes and documental search were also collected. Results showed that preschool age children show a marked sense of gender, somewhat stereotypical. Boys’ answers tend to be more socially marked for gender than those of girls. As a conclusion, we propose that children’s personal and social education should include a pedagogy of gender equality, although respecting the natural course of construction of their sense of gender. The report closes with considerations about the impact of supervised practice on the development of my sense of professionalism as a future Preschool Teacher.
ABSTRACT Here, a reflexive report on a curricular unit of the Master’s Degree in Preschool Education, the Supervised Professional Practice, is presented. It’s main aim is to analyse and reflect about a practical internship that took place in a state run kindergarten and lasted for four months, involving 18 children aged between three to five (in September 2016). The report makes explicit my underlying pedagogic intentionalities, by describing what kinds of activities were attempted and explored with children and why. It also describes a cross-sectional study on how children construct their sense of gender, an important psychosocial developmental milestone. A mixed methodology was used, both quantitative and qualitative exploring children´s conceptions about what is specific for their gender, through a set of familiar questions. Direct observations, field notes and documental search were also collected. Results showed that preschool age children show a marked sense of gender, somewhat stereotypical. Boys’ answers tend to be more socially marked for gender than those of girls. As a conclusion, we propose that children’s personal and social education should include a pedagogy of gender equality, although respecting the natural course of construction of their sense of gender. The report closes with considerations about the impact of supervised practice on the development of my sense of professionalism as a future Preschool Teacher.
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
Prática profissional supervisionada Marcagem social de género Identificação psicossocial. Professional supervised practice Social marking of gender Psychosocial identification
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação