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Despertar a curiosidade e o pensamento crítico: o papel do educador na formação de mentes questionadoras
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O presente relatório surge no âmbito da unidade curricular Prática Profissional Supervisionada II (PPSII), do Mestrado em Educação Pré-Escolar (MEPE), da Escola Superior de Educação de Lisboa (ESELx). Considerado um documento reflexivo, caracteriza a minha prática pedagógica, vivenciada ao longo de quatro meses, numa sala de jardim de infância, com um grupo de crianças com idades compreendidas entre os três e os cinco anos. Deste modo pretendo descrever, fundamentar e analisar a prática desenvolvida neste contexto educativo, especificamente, a caracterização do contexto educativo e dos respetivos intervenientes, crianças, equipa educativa e famílias, as intenções definidas para a prática, a investigação desenvolvida com a problemática intitulada de: “Despertar a Curiosidade e o Pensamento Crítico: O Papel do Educador na Formação de Mentes Questionadoras” e, consequentemente, a construção da minha profissionalidade enquanto futura educadora de infância. No decorrer da PPS II, surgiu o interesse em realizar uma investigação sobre o papel do educador de infância na promoção do pensamento crítico e da curiosidade natural da criança, apresentando-se três objetivos de investigação: (i) Explorar de que forma o educador promove a curiosidade e o pensamento crítico nas crianças; (ii) Analisar o papel do educador como facilitador destas competências; (iii) Identificar práticas pedagógicas que incentivam o questionamento e a reflexão. No sentido de encontrar respostas para os objetivos definidos, defini uma investigação de natureza qualitativa, cujas técnicas de recolha de dados foram observação direta participante e não participante, entrevistas semiestruturadas, materializadas em instrumentos como notas de campo e os guiões das entrevistas. A análise dos dados foi conduzida através da técnica de análise de conteúdo, permitindo identificar padrões e práticas educativas relacionadas com a promoção do pensamento crítico e da curiosidade. Os resultados evidenciaram a relevância da intencionalidade pedagógica na promoção do pensamento crítico e da curiosidade infantil. O educador de infância, através de estratégias como a escuta ativa, o questionamento reflexivo e a criação de um ambiente estimulante, desempenha um papel essencial na formação de crianças questionadoras e autónomas. Verificou-se, ainda, que práticas inspiradas no Movimento da Escola Moderna e na abordagem de Reggio Emilia contribuem significativamente para a construção de um contexto educativo que favorece a autonomia e a participação ativa das crianças no seu processo de aprendizagem.
This report is presented within the scope of the curricular unit Supervised Professional Practice II (SPP II), part of the Master's Degree in Early Childhood Education (M.ECE) at the Lisbon School of Education (ESELx). Considered a reflective document, it characterizes my pedagogical practice, carried out over four months in a kindergarten classroom with a group of children aged between three and five years. Thus, I aim to describe, justify, and analyze the practices developed in this educational context, specifically focusing on the characterization of the educational setting and its participants—children, the educational team, and families. Additionally, I outline the intentions defined for the practice, the research developed around the topic entitled: "Awakening Curiosity and Critical Thinking: The Role of the Educator in Shaping Questioning Minds", and, consequently, the construction of my professional identity as a future early childhood educator. During SPP II, I developed an interest in conducting research on the role of the early childhood educator in promoting children's critical thinking and natural curiosity. This led to the establishment of three research objectives: (i) To explore how the educator fosters curiosity and critical thinking in children; (ii) To analyze the educator’s role as a facilitator of these skills; (iii) To identify pedagogical practices that encourage questioning and reflection. In pursuit of answers to these objectives, I conducted qualitative research, employing data collection techniques such as direct participant and non-participant observation, and semi-structured interviews. These were materialized through instruments like field notes and interview guides. Data analysis was conducted using content analysis techniques, allowing for the identification of patterns and educational practices related to the promotion of critical thinking and curiosity. The results highlighted the importance of pedagogical intentionality in fostering critical thinking and children's curiosity. The early childhood educator, through strategies such as active listening, reflective questioning, and the creation of a stimulating environment, plays a vital role in shaping inquisitive and autonomous children. Furthermore, it was observed that practices inspired by the Modern School Movement and the Reggio Emilia approach significantly contribute to building an educational context that promotes children's autonomy and active participation in their learning process.
This report is presented within the scope of the curricular unit Supervised Professional Practice II (SPP II), part of the Master's Degree in Early Childhood Education (M.ECE) at the Lisbon School of Education (ESELx). Considered a reflective document, it characterizes my pedagogical practice, carried out over four months in a kindergarten classroom with a group of children aged between three and five years. Thus, I aim to describe, justify, and analyze the practices developed in this educational context, specifically focusing on the characterization of the educational setting and its participants—children, the educational team, and families. Additionally, I outline the intentions defined for the practice, the research developed around the topic entitled: "Awakening Curiosity and Critical Thinking: The Role of the Educator in Shaping Questioning Minds", and, consequently, the construction of my professional identity as a future early childhood educator. During SPP II, I developed an interest in conducting research on the role of the early childhood educator in promoting children's critical thinking and natural curiosity. This led to the establishment of three research objectives: (i) To explore how the educator fosters curiosity and critical thinking in children; (ii) To analyze the educator’s role as a facilitator of these skills; (iii) To identify pedagogical practices that encourage questioning and reflection. In pursuit of answers to these objectives, I conducted qualitative research, employing data collection techniques such as direct participant and non-participant observation, and semi-structured interviews. These were materialized through instruments like field notes and interview guides. Data analysis was conducted using content analysis techniques, allowing for the identification of patterns and educational practices related to the promotion of critical thinking and curiosity. The results highlighted the importance of pedagogical intentionality in fostering critical thinking and children's curiosity. The early childhood educator, through strategies such as active listening, reflective questioning, and the creation of a stimulating environment, plays a vital role in shaping inquisitive and autonomous children. Furthermore, it was observed that practices inspired by the Modern School Movement and the Reggio Emilia approach significantly contribute to building an educational context that promotes children's autonomy and active participation in their learning process.
Descrição
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Palavras-chave
Curiosidade infantil Educação pré-escolar Papel do educador Pensamento crítico Critical thinking Child curiosity Early childhood education Educator’s role
Contexto Educativo
Citação
Robalo, M. S. F. (2025). Despertar a curiosidade e o pensamento crítico: o papel do educador na formação de mentes questionadoras [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22171