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O modelo do movimento da escola moderna e a inclusão de diferentes culturas e línguas num grupo com crianças em idade pré-escolar
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Abstract(s)
A presente dissertação tem como objetivo compreender de que forma o modelo pedagógico do Movimento da Escola Moderna (MEM) pode contribuir para a inclusão de crianças de diferentes culturas e línguas no contexto da educação pré-escolar. A investigação desenvolveu-se no âmbito da prática profissional supervisionada, realizada num jardim de infância situado numa zona urbana multicultural, onde o grupo de crianças era marcado por grande diversidade linguística e cultural. O estudo parte da convicção de que a inclusão, enquanto princípio educativo e social, exige práticas pedagógicas intencionais, democráticas e centradas na criança, em que todas as vozes sejam escutadas e valorizadas. Com base numa metodologia qualitativa, a investigação recorreu à observação participante, análise documental e entrevistas semiestruturadas a membros da equipa educativa e famílias, permitindo uma análise aprofundada das estratégias de integração adotadas no contexto em estudo. A revisão de literatura fundamentou-se em autores como Freire, Vygotsky, Banks, Folque, Niza, entre outros, e integrou também os contributos de
Maria Hortas sobre imigração e diversidade em contexto escolar. Os resultados indicam que os princípios e instrumentos do MEM – como o Conselho de Grupo, o Mapa de Atividades, o Diário de Grupo e o Quadro de Tarefas – promovem ambientes de aprendizagem cooperativos, flexíveis e participativos, onde as experiências, línguas e culturas das crianças podem ser valorizadas. Contudo, identificaram-se desafios significativos, como a barreira linguística e a escassez de recursos humanos, que limitam uma resposta ainda mais individualizada. A investigação teve impacto direto na construção da profissionalidade docente da autora, promovendo uma postura reflexiva, crítica e ética, comprometida com uma educação mais inclusiva e equitativa. Conclui-se que o MEM, aliado a uma intencionalidade pedagógica consciente e à escuta ativa das crianças e famílias, constitui uma via promissora para a valorização da diversidade cultural e linguística na educação de infância.
This dissertation aims to understand how the pedagogical model of the Movimento da Escola Moderna – MEM can contribute to the inclusion of children from different cultures and languages in the context of early childhood education. The research was developed within the scope of supervised professional practice, carried out in a multicultural urban preschool, where the group of children was marked by significant linguistic and cultural diversity. The study is based on the belief that inclusion, as an educational and social principle, requires intentional, democratic, and child-centred pedagogical practices, in which all voices are heard and valued. Based on a qualitative methodology, the research included participant observation, document analysis, and semi-structured interviews with members of the educational team and families, enabling an in-depth analysis of the integration strategies adopted in the studied context. The literature review was supported by authors such as Freire, Vygotsky, Banks, Folque, and Niza, and also incorporated the contributions of Maria Hortas regarding immigration and diversity in educational settings. The results indicate that the principles and instruments of MEM – such as the Group Council, Activity Map, Group Diary, and Task Chart – foster cooperative, flexible, and participatory learning environments, where children’s experiences, languages, and cultures can be acknowledged and valued. However, significant challenges were identified, such as language barriers and the lack of human resources, which limit the possibility of even more individualised responses. The research had a direct impact on the author's professional development, promoting a reflective, critical, and ethical stance committed to more inclusive and equitable education. It is concluded that MEM, when combined with pedagogical intentionality and active listening to children and families, offers a promising path for valuing cultural and linguistic diversity in early childhood education.
This dissertation aims to understand how the pedagogical model of the Movimento da Escola Moderna – MEM can contribute to the inclusion of children from different cultures and languages in the context of early childhood education. The research was developed within the scope of supervised professional practice, carried out in a multicultural urban preschool, where the group of children was marked by significant linguistic and cultural diversity. The study is based on the belief that inclusion, as an educational and social principle, requires intentional, democratic, and child-centred pedagogical practices, in which all voices are heard and valued. Based on a qualitative methodology, the research included participant observation, document analysis, and semi-structured interviews with members of the educational team and families, enabling an in-depth analysis of the integration strategies adopted in the studied context. The literature review was supported by authors such as Freire, Vygotsky, Banks, Folque, and Niza, and also incorporated the contributions of Maria Hortas regarding immigration and diversity in educational settings. The results indicate that the principles and instruments of MEM – such as the Group Council, Activity Map, Group Diary, and Task Chart – foster cooperative, flexible, and participatory learning environments, where children’s experiences, languages, and cultures can be acknowledged and valued. However, significant challenges were identified, such as language barriers and the lack of human resources, which limit the possibility of even more individualised responses. The research had a direct impact on the author's professional development, promoting a reflective, critical, and ethical stance committed to more inclusive and equitable education. It is concluded that MEM, when combined with pedagogical intentionality and active listening to children and families, offers a promising path for valuing cultural and linguistic diversity in early childhood education.
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
Educação pré-escolar Movimento da escola moderna Inclusão Diversidade cultural e linguística Early childhood education Movimento da escola moderna Inclusion Cultural and linguistic diversity
Pedagogical Context
Citation
Freitas, R. P. (2025). O modelo do movimento da escola moderna e a inclusão de diferentes culturas e línguas num grupo com crianças em idade pré-escolar [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22440