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Authors
Advisor(s)
Abstract(s)
O presente relatório tem como principal objetivo evidenciar o meu processo de intervenção no contexto educativo de Prática Profissional Supervisionada II (PPS II), realizado de 2 de outubro de 2023 a 31 de janeiro de 2024. A prática de intervenção foi realizada em contexto de jardim de infância com um grupo de vinte e cinco crianças com idades compreendidas entre os quatro e cinco anos. Numa primeira fase elaborei uma breve caracterização do meio envolvente, do contexto socioeducativo, da equipa educativa, das famílias, do grupo de crianças e do ambiente educativo. Posteriormente, e tendo em conta as caracterizações, apresentei as minhas intenções para a ação considerando as crianças, as famílias e a equipa educativa e avaliei as suas
concretizações. Tal como no local de estágio anterior (Prática Profissional Supervisionada I), na PPS II a
instituição realiza uma parceria com a Forest School. Assim sendo, suscitou o meu interesse em compreender quais as representações que pais e educadores de infância têm sobre a importância do brincar na natureza para a criança e perceber qual a natureza das brincadeiras que ocorrem na floresta entre as crianças.
A investigação baseou-se numa investigação mista (investigação qualitativa e investigação quantitativa), através de um estudo de caso. Após o referencial teórico e a análise e discussão dos dados, relativos aos questionários que foram aplicados aos pais da sala onde estagiei e às educadoras de infância da valência
de jardim de infância da instituição, é possível verificar que o brincar na natureza apresenta inúmeros benefícios para as crianças, entre os quais se destacam o desenvolvimento da criatividade, autoconfiança, cooperação social, capacidade de iniciativa, resolução de problemas e tomadas de decisão. Foi, ainda, possível perceber as conceções dos pais e educadores de infância acerca do tema e o papel do educador como promotor do contacto com a natureza. Por fim, apresentei a construção da profissionalidade docente como educadora de infância em contexto, ou seja, referi os princípios com os quais me identifico e pretendo colocar em ação na minha prática pedagógica enquanto futura educadora de infância.
The main objective of this report is to highlight my intervention process in the educational context of Supervised Professional Practice II (PPS II), carried out from October 2, 2023 to January 31, 2024. The intervention practice was carried out in a kindergarten context with a group of twenty-five children aged between four and five years old. In the first phase, I prepared a brief characterization of the environment, the socioeducational context, the educational team, the families, the group of children and the educational environment. Subsequently, and taking the characterizations into account, I presented my intentions for the action, considering the children, the families and the educational team, and evaluated their achievements. As in the previous internship (Supervised Professional Practice I), in PPS II the institution has a partnership with the Forest School. Therefore, it sparked my interest in understanding what representations parents and early childhood educators have about the importance of playing in nature for children and understanding the nature of the games that occur in the forest among children. The research is based on a mixed investigation (qualitative and quantitative research), through a case study. After the theoretical framework and the analysis and discussion of the data, relating to the questionnaires that were applied to parents in the room where I interned and to the kindergarten teachers at the institution, it is possible to verify that playing in nature has numerous benefits for the children, including the development of creativity, selfconfidence, social cooperation, initiative, problem-solving and decision-making. It was also possible to understand the views of parents and kindergarten teachers on the subject and the role of the teacher in promoting contact with nature. Lastly, I presented the construction of teaching professionalism as an early childhood educator in context, in other words, I mentioned the principles with which I identify and intend to put into action in my teaching practice as a future early childhood educator.
The main objective of this report is to highlight my intervention process in the educational context of Supervised Professional Practice II (PPS II), carried out from October 2, 2023 to January 31, 2024. The intervention practice was carried out in a kindergarten context with a group of twenty-five children aged between four and five years old. In the first phase, I prepared a brief characterization of the environment, the socioeducational context, the educational team, the families, the group of children and the educational environment. Subsequently, and taking the characterizations into account, I presented my intentions for the action, considering the children, the families and the educational team, and evaluated their achievements. As in the previous internship (Supervised Professional Practice I), in PPS II the institution has a partnership with the Forest School. Therefore, it sparked my interest in understanding what representations parents and early childhood educators have about the importance of playing in nature for children and understanding the nature of the games that occur in the forest among children. The research is based on a mixed investigation (qualitative and quantitative research), through a case study. After the theoretical framework and the analysis and discussion of the data, relating to the questionnaires that were applied to parents in the room where I interned and to the kindergarten teachers at the institution, it is possible to verify that playing in nature has numerous benefits for the children, including the development of creativity, selfconfidence, social cooperation, initiative, problem-solving and decision-making. It was also possible to understand the views of parents and kindergarten teachers on the subject and the role of the teacher in promoting contact with nature. Lastly, I presented the construction of teaching professionalism as an early childhood educator in context, in other words, I mentioned the principles with which I identify and intend to put into action in my teaching practice as a future early childhood educator.
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
Crianças Brincar Floresta Natureza Jardim de infância Children Play Forest Nature Kindergarten
Citation
Robalo, I. A. M. (2024). As representações que pais e educadores de infância têm sobre a importância do brincar na natureza para a criança a natureza das brincadeiras que ocorrem na floresta entre as crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18043