| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.61 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório resulta da caracterização de um contexto socioeducativo e posterior planificação e avaliação da ação enquanto estagiária e foi desenvolvido no âmbito da unidade curricular Prática Profissional Supervisionada – módulo II (PPS II) do Mestrado em Educação Pré-Escolar (MEPE).
A PPS II foi realizada ao longo de aproximadamente quatro meses, numa sala de jardim de infância (JI) inserida numa Instituição Particular de Solidariedade Social. A partir da observação direta participante do grupo de JI, constituído por 26 crianças, entre os 2 e os 4 anos de idade, foi levado a cabo um processo investigativo, assente numa abordagem qualitativa ou interpretativa, através da metodologia de estudo de caso, com os seguintes objetivos: i. Compreender de que forma o grupo participa no planeamento da ação; ii. Compreender de que forma a participação do grupo no planeamento da ação é promovida pela equipa educativa da sala; iii. Compreender a importância da participação do grupo no planeamento da ação. Esta foi sustentada na observação que resultou no registo de notas de campo e de observações naturalistas, na recolha de informação através de questionário e em referencial teórico relacionado com a problemática. De um modo geral, os dados permitiram concluir que a criança, quando lhe é dada voz, demonstra interesse em partilhar ideias e sugestões, de forma espontânea ou quando questionada, participando assim de forma ativa no planeamento da ação, sendo o papel do educador promover momentos específicos de partilha e tomada de decisões e orientá-los de modo a estimular a participação do grupo. Os resultados sustentam ainda a ideia de que a participação ativa no planeamento da ação é um fator de grande relevância na construção do currículo, permitindo um maior envolvimento da criança e, por conseguinte, uma aprendizagem mais significativa.
O presente relatório termina com uma análise crítico-reflexiva sobre a construção da profissionalidade realizada ao longo do percurso formativo, suportada com múltiplos referenciais teóricos que abordam a educação de infância como um espaço de partilha e crescimento na relação adulto-criança.
ABSTRACT This report comes from the characterisation of a socio-educational context and subsequent planning and evaluation of my actions as an intern and was developed within the scope of the Supervised Professional Practice - module II (PPS II) of the Masters in Pre-School Education (MEPE). PPS II was carried out over approximately four months, in a nursery class (NC) whose setting was a subsidised children’s center. From the direct observation of the NC group, consisting of 26 children, between the ages of two and four years old, an investigative process was carried out, based on a qualitative or interpretative approach, through the case study methodology, with the following objectives: i. Understand how the group participates in action planning; ii. Understand how the group's participation in action planning is promoted by the room's educational team; iii. Understand the importance of group participation in action planning. This was supported by observations that resulted in the recording of field notes and naturalistic observations, in the gathering of information through a questionnaire and in a theoretical framework related to the problem. In general, the data allowed me to conclude that the child, when given a voice, shows interest in sharing ideas and suggestions, spontaneously or when questioned, thus participating actively in the planning of the action, the educator's role being to promote specific moments of sharing and decision-making and guiding them in order to encourage group participation. The results also support the idea that active participation in action planning is an essential factor in the construction of the curriculum because it allows for greater involvement of the child, who starts to attribute meaning to the learning itself. This report ends with a critical-reflexive analysis on professional development realised during my formative years of training, supported by multiple author texts that approach childhood education as a space for sharing and growth in the adult-child relationship.
ABSTRACT This report comes from the characterisation of a socio-educational context and subsequent planning and evaluation of my actions as an intern and was developed within the scope of the Supervised Professional Practice - module II (PPS II) of the Masters in Pre-School Education (MEPE). PPS II was carried out over approximately four months, in a nursery class (NC) whose setting was a subsidised children’s center. From the direct observation of the NC group, consisting of 26 children, between the ages of two and four years old, an investigative process was carried out, based on a qualitative or interpretative approach, through the case study methodology, with the following objectives: i. Understand how the group participates in action planning; ii. Understand how the group's participation in action planning is promoted by the room's educational team; iii. Understand the importance of group participation in action planning. This was supported by observations that resulted in the recording of field notes and naturalistic observations, in the gathering of information through a questionnaire and in a theoretical framework related to the problem. In general, the data allowed me to conclude that the child, when given a voice, shows interest in sharing ideas and suggestions, spontaneously or when questioned, thus participating actively in the planning of the action, the educator's role being to promote specific moments of sharing and decision-making and guiding them in order to encourage group participation. The results also support the idea that active participation in action planning is an essential factor in the construction of the curriculum because it allows for greater involvement of the child, who starts to attribute meaning to the learning itself. This report ends with a critical-reflexive analysis on professional development realised during my formative years of training, supported by multiple author texts that approach childhood education as a space for sharing and growth in the adult-child relationship.
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 de infância Direiro à participação Planear com as crianças Importância da escolha Early childhood education Right to participation Planning with children Importance of choice
Citation
Andrade, A. R. L. (2019). "Vamos fazer a casa com massa de cor!" (M.C.): A participação da criança no planeamento da ação 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/10400.21/12947
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa