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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada, módulo II, do Mestrado em Educação Pré-Escolar. Este pretende descrever, de forma reflexiva e analítica, a minha prática realizada em contexto de estágio com um grupo de Jardim de infância, constituído por vinte e quatro crianças e de idades compreendidas entre os três e os cinco anos. Neste relatório é apresentada uma caracterização aprofundada do contexto em que estagiei, bem como as minhas intencionalidades para com o grupo, equipa e famílias das crianças. Este reflete, ainda, a investigação realizada em contexto, tendo esta seguido uma abordagem qualitativa e o método de estudo de caso. Teve como tema “A igualdade de género numa sala de Jardim de Infância: conceções e estereótipos” e pretendeu dar resposta aos seguintes objetivos: i) Identificar quais as conceções das crianças da sala acerca da igualdade de género (existência ou ausência de estereótipos); ii) Refletir sobre qual o contributo da família e da sociedade para a construção das conceções das crianças e iii) Compreender qual o papel do educador na promoção da igualdade de género. Para tal, foi necessário recorrer a diferentes técnicas de recolha de dados, nomeadamente a observação e a realização de entrevistas semiestruturadas. Para suportar os dados recolhidos foram selecionados como instrumentos as notas de campo e registos fotográficos obtidos ao longo da prática. Recorreu-se, ainda, a uma revisão da literatura sobre o tema. Pôde concluir-se, desta forma, que as crianças detêm já alguns estereótipos face ao que é expetável de cada sexo, o que contribui para a presença de desigualdade de géneros no seu quotidiano. Constatou-se, ainda, que estas conceções são transmitidas pela sociedade em que estão inseridas e muitas vezes pelas suas famílias. Finalmente, o relatório apresenta, também, uma reflexão sobre o impacto provocado pelas vivências e aprendizagens transmitidas por ambas as práticas profissionais na construção da minha profissionalidade.
The present report appears within the scope of the Curricular Unit of Supervised Professional Practice, second module, from the Pre-School Education Master’s Degree. This assignment aims to describe, in a reflexive and analytical way, my practice carried out in the context of an internship with a kindergarten group, made up of twenty-four children, aged between three and five years. In this report it is presented an in-depth characterization of the context in which I interned, as well as my intentions towards the group, team and children’s families. It also reflects the investigation taken to course in context, which has followed a qualitative approach and the case study method. As its theme it was defined “The gender equality in a Pre-school class: conceptions and stereotypes” and intended to respond to the following objectives: i) to identify the conceptions of the children of the class about gender equality (the existence or absence of stereotypes); ii) to reflect on the contribution of family and society to the construction of children’s conceptions and iii) to comprehend the educator’s role on promoting gender equality. In order to do so, it was necessary to use different data collection techniques, namely the observation and the conducting of semi structured interviews. To support the collected data, it was selected, as instruments, the field notes and the photographic registers taken throughout the practice. A literature review on the topic was also used. It could therefore be concluded that children already hold some stereotypes regarding what is expected of each sex, which contributes to the presence of gender inequality in their daily lives. It was also found that these conceptions are transmitted by the society in which they are inserted and often by their families. Finally, this report also presents a reflection on the impact caused by the experiences and learning transmitted in both professional practices in the construction of my professionality.
The present report appears within the scope of the Curricular Unit of Supervised Professional Practice, second module, from the Pre-School Education Master’s Degree. This assignment aims to describe, in a reflexive and analytical way, my practice carried out in the context of an internship with a kindergarten group, made up of twenty-four children, aged between three and five years. In this report it is presented an in-depth characterization of the context in which I interned, as well as my intentions towards the group, team and children’s families. It also reflects the investigation taken to course in context, which has followed a qualitative approach and the case study method. As its theme it was defined “The gender equality in a Pre-school class: conceptions and stereotypes” and intended to respond to the following objectives: i) to identify the conceptions of the children of the class about gender equality (the existence or absence of stereotypes); ii) to reflect on the contribution of family and society to the construction of children’s conceptions and iii) to comprehend the educator’s role on promoting gender equality. In order to do so, it was necessary to use different data collection techniques, namely the observation and the conducting of semi structured interviews. To support the collected data, it was selected, as instruments, the field notes and the photographic registers taken throughout the practice. A literature review on the topic was also used. It could therefore be concluded that children already hold some stereotypes regarding what is expected of each sex, which contributes to the presence of gender inequality in their daily lives. It was also found that these conceptions are transmitted by the society in which they are inserted and often by their families. Finally, this report also presents a reflection on the impact caused by the experiences and learning transmitted in both professional practices in the construction of my professionality.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Igualdade Género Educação de infância Conceções Estereótipos Children Equality Gender Early childhood education Conceptions Stereotypes
Citation
Rosa, A. M. (2024). “Os colares são para meninas”: a igualdade de género numa sala de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17933