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Abstract(s)
O presente relatório, elaborado no âmbito da Unidade Curricular de Prática Profissional Supervisionada II, descreve a minha prática educativa e pedagógica desenvolvida entre 30 de setembro de 2024 e 24 de janeiro de 2025, evidenciando o trabalho reflexivo e investigativo realizado. A prática teve lugar num Jardim de Infância de organização socioeducativa pública, com um grupo de 20 crianças entre os 3 e os 6 anos de idade e uma equipa educativa. O documento inicia-se com a caracterização do contexto socioeducativo, seguindo-se as intencionalidades pedagógicas que orientaram a intervenção. Posteriormente, apresenta-se a problemática de investigação intitulada «As brincadeiras que as crianças realizam na área do faz-de-conta», com os seguintes objetivos: (i) identificar as brincadeiras desenvolvidas pelas crianças nesta área numa sala de JI; (ii) analisar as inter-relações estabelecidas nas brincadeiras de faz-de-conta; (iii) compreender as conceções da equipa educativa sobre essas brincadeiras e a sua articulação com a prática pedagógica. Após a explicitação da problemática e dos objetivos, apresenta-se o enquadramento teórico da investigação, sustentado pelas Ciências da Educação, com especial destaque para os contributos da Pedagogia e da Sociologia da Infância, seguido da metodologia delineada. Metodologicamente, o estudo assume a forma de um estudo de caso de natureza qualitativa, recorrendo às seguintes técnicas e instrumentos de recolha de dados: (i) observação participante e não participante; (ii) entrevistas semiestruturadas e entrevistas de grupo focal; (iii) análise documental; (iv) análise de mapas, gráficos e tabelas; (v) registos fotográficos e videográficos; e (vi) conversas informais. De seguida, apresentam-se os dados e a respetiva análise, realizada através de um processo de triangulação. Em síntese, os resultados salientam a relevância atribuída às brincadeiras de faz de conta, com destaque para representações de vivências quotidianas, profissões, universos de fantasia e criação de personagens não humanas. Estas brincadeiras organizam-se predominantemente em pequenos grupos ou por género, cabendo ao adulto um papel essencialmente observador, intervindo apenas quando solicitado pelas crianças.
The present report, prepared within the scope of the curricular unit Supervised Professional Practice II, describes my educational and pedagogical practice carried out between 30 September 2024 and 24 January 2025, highlighting the reflective and investigative work undertaken. The practice took place in a publicly funded socioeducational kindergarten, with a group of twenty children aged three to six years and an educational team. The document opens with a characterisation of the socio-educational context, followed by the pedagogical intentions that guided the intervention. It then presents the research problem, entitled “Children’s Play in the Pretend-Play Area,” which pursues three objectives: (i) to identify the play activities undertaken by the children in this area of a kindergarten classroom; (ii) to analyse the inter-relations that emerge during pretend play; and (iii) to understand the educational team’s conceptions of such play and its relationship to pedagogical practice. After outlining the problem and objectives, the report sets out the theoretical framework underpinning the study—grounded in the Educational Sciences, with particular emphasis on contributions from Pedagogy and the Sociology of Childhood—followed by the methodological design. Methodologically, the study adopts a qualitative case-study approach, drawing on the following data-collection techniques and instruments: (i) participant and nonparticipant observation; (ii) semi-structured interviews and focus-group interviews; (iii) document analysis; (iv) analysis of maps, graphs and tables; (v) photographic and video records; and (vi) informal conversations. The data and their analysis, conducted through triangulation, are then presented. In summary, the results highlight the importance attributed to pretend play, with emphasis on representations of everyday experiences, professions, fantasy worlds, and the creation of non-human characters. These play activities are predominantly organized in small groups or by gender, with the adult assuming a primarily observational role, intervening only when requested by the children.
The present report, prepared within the scope of the curricular unit Supervised Professional Practice II, describes my educational and pedagogical practice carried out between 30 September 2024 and 24 January 2025, highlighting the reflective and investigative work undertaken. The practice took place in a publicly funded socioeducational kindergarten, with a group of twenty children aged three to six years and an educational team. The document opens with a characterisation of the socio-educational context, followed by the pedagogical intentions that guided the intervention. It then presents the research problem, entitled “Children’s Play in the Pretend-Play Area,” which pursues three objectives: (i) to identify the play activities undertaken by the children in this area of a kindergarten classroom; (ii) to analyse the inter-relations that emerge during pretend play; and (iii) to understand the educational team’s conceptions of such play and its relationship to pedagogical practice. After outlining the problem and objectives, the report sets out the theoretical framework underpinning the study—grounded in the Educational Sciences, with particular emphasis on contributions from Pedagogy and the Sociology of Childhood—followed by the methodological design. Methodologically, the study adopts a qualitative case-study approach, drawing on the following data-collection techniques and instruments: (i) participant and nonparticipant observation; (ii) semi-structured interviews and focus-group interviews; (iii) document analysis; (iv) analysis of maps, graphs and tables; (v) photographic and video records; and (vi) informal conversations. The data and their analysis, conducted through triangulation, are then presented. In summary, the results highlight the importance attributed to pretend play, with emphasis on representations of everyday experiences, professions, fantasy worlds, and the creation of non-human characters. These play activities are predominantly organized in small groups or by gender, with the adult assuming a primarily observational role, intervening only when requested by the children.
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
Brincadeiras das crianças Faz-de-conta Brincar Inter-relações Culturas infantis Jardim de infância Children’s play Pretend play Play Inter-relations Children peer cultures Kindergarten
Pedagogical Context
Citation
Batista, M. S. P. (2025). Podemos ser o que quisermos – brincar ao faz de conta como expressão das culturas infantis no jardim de infância [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22417