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Advisor(s)
Abstract(s)
O presente relatório enquadra-se no âmbito da Unidade Curricular de Prática Profissional Supervisionada - módulo II (PPS II), do Mestrado em Educação Pré-Escolar que decorreu entre 1 de outubro de 2018 a 21 de janeiro de 2019. Decorreu em contexto de jardim-de-infância com um grupo com vinte e quatro crianças com idades compreendidas entre os três e os seis anos de idade. O objetivo principal deste relatório é o de relatar e refletir sobre a ação pedagógica realizada ao longo destes meses salientando-se as intenções pedagógicas delineadas para a ação e a sua concretização. Apresenta-se também uma investigação realizada ao longo deste período e, por fim, é apresentada uma reflexão sobre o processo de construção da profissionalidade docente resultante do percurso vivenciado em creche e jardim de infância.
No decorrer da prática, constatei a grande autonomia do grupo de crianças da sala em que estava a realizar a PPS. Esse facto, aliado ao meu interesse pelo tema, levou-me à definição de uma problemática a investigar centrada na promoção e desenvolvimento da autonomia em jardim-de-infância em contexto pedagógico do Movimento da Escola Moderna (MEM), traçando como objetivo central compreender de que forma um contexto pedagógico assente no MEM contribui para a promoção e desenvolvimento da autonomia das crianças em jardim-de-infância.
Considerando os propósitos definidos, optou-se pela realização de um estudo caso. Tendo como base uma abordagem qualitativa, foram utilizadas as técnicas de inquérito por questionário e observação direta participante. Os dados foram analisados através das técnicas de análise de conteúdo e análise estatística (distribuição de frequências).
Sendo a autonomia essencial no desenvolvimento da criança, concluiu-se que esta pode ser estimulada pelos diferentes intervenientes (família e equipa educativa), sendo que também a organização do ambiente educativo estimula a promoção da autonomia das crianças em jardim-de-infância. O MEM, sendo um modelo pedagógico participativo, torna a criança o principal agente das suas aprendizagens e descobertas, promovendo a sua autonomia.
ABSTRACT The present report has been developed within the framework of the Supervised Professional Practice Curricular Unit – module II (PPS II) of the Masters in Preschool Education from 1st October 2018 until 21st January 2019. This professional practice course was undertaken in a kindergarten with a group of twenty-four children aged three to six years old. The objective of this report is to take notice and reflect upon the educational practice carried out during the time period mentioned, highlighting the pedagogical intents defined for the practice and their implementation. Besides this, the research carried out during this time period is also presented and lastly, a reflection regarding the construction process of professional teaching as a result of the training underwent in the nursery and kindergarten. During the practice, I acknowledged the great level of autonomy of the group of children in the playroom in which I was undergoing my training. This observation coupled with my interest in the subject lead me to the issue I would research focused on the encouragement and development of autonomy within the kindergarten setting in the pedagogic scope of the Modern School Movement, while the main objective being the need to comprehend in what manner the pedagogical context brought on by MSM enhances the growth and development of children’s autonomy in a kindergarten setting. Considering the well-defined goals, it was chosen to carry out a case study. Based on a qualitative approach, survey techniques (questionnaires) and participant observation were applied. The data was analyzed through content analysis techniques and statistical analysis (frequency distributions). Since autonomy is essential to a child’s development, it was concluded that it can be boosted by different intervenients (family and educational team), given that the organization of the educational environment encourages the child to be autonomous in the kindergarten. The MSM being a participative pedagogic model holds the child as a main agent in his or her attainments and findings, while stimulating the child’s autonomy.
ABSTRACT The present report has been developed within the framework of the Supervised Professional Practice Curricular Unit – module II (PPS II) of the Masters in Preschool Education from 1st October 2018 until 21st January 2019. This professional practice course was undertaken in a kindergarten with a group of twenty-four children aged three to six years old. The objective of this report is to take notice and reflect upon the educational practice carried out during the time period mentioned, highlighting the pedagogical intents defined for the practice and their implementation. Besides this, the research carried out during this time period is also presented and lastly, a reflection regarding the construction process of professional teaching as a result of the training underwent in the nursery and kindergarten. During the practice, I acknowledged the great level of autonomy of the group of children in the playroom in which I was undergoing my training. This observation coupled with my interest in the subject lead me to the issue I would research focused on the encouragement and development of autonomy within the kindergarten setting in the pedagogic scope of the Modern School Movement, while the main objective being the need to comprehend in what manner the pedagogical context brought on by MSM enhances the growth and development of children’s autonomy in a kindergarten setting. Considering the well-defined goals, it was chosen to carry out a case study. Based on a qualitative approach, survey techniques (questionnaires) and participant observation were applied. The data was analyzed through content analysis techniques and statistical analysis (frequency distributions). Since autonomy is essential to a child’s development, it was concluded that it can be boosted by different intervenients (family and educational team), given that the organization of the educational environment encourages the child to be autonomous in the kindergarten. The MSM being a participative pedagogic model holds the child as a main agent in his or her attainments and findings, while stimulating the child’s autonomy.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jardim de infância Autonomia Desenvolvimento Movimento da escola moderna Ambiente educativo Kindergarten Autonomy Development Modern school movement Educational environment
Citation
Alves, A. S. C. (2019). Já sou capaz de...": Promoção e desenvolvimento da autonomia em jardim de infância - Um estudo num contexto pedagógico de Movimento da Escola Moderna (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10933
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa