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Advisor(s)
Abstract(s)
O presente relatório decorre no âmbito da Prática Profissional Supervisionada II (PPSII) em contexto de jardim de infância, entre outubro de 2022 e fevereiro de 2023, com um grupo de crianças com idades compreendidas entre os três e os cinco anos. Foi caracterizada a organização socioeducativa onde decorreu a minha ação pedagógica, o meio envolvente, a equipa educativa, o ambiente educativo, o grupo de crianças da Sala Laranja e as suas famílias.
Da prática realizada, emergiu uma investigação em torno da problemática “Quem é o/a Educador/a de Infância? Conceções das Crianças, das Famílias e da Equipa Educativa”, com os seguintes objetivos: i) Analisar as principais características associadas à profissão Educador/a de Infância; ii) Analisar quais as funções atribuídas à profissão Educador/a de Infância e iii) Compreender os contributos da profissão Educador/a de Infância para o desenvolvimento e aprendizagem da criança.
A investigação desenvolvida foi de natureza qualitativa, através da utilização do método de estudo de caso, com as técnicas de observação direta participante, consulta documental, entrevistas de natureza semiestruturada e um inquérito por questionário. A análise de conteúdo foi realizada através da categorização e análise dos dados recolhidos, sendo que todas as questões éticas foram tidas em conta no decorrer do estudo.
Os resultados da presente investigação revelam que as crianças têm uma conceção sobre os/as educadores/as muito próxima das conceções das educadoras entrevistadas, assim como das perspetivas das famílias. Esta tendência de concordância de perspetivas resultante da triangulação dos dados recolhidos evidencia que esta profissão - de Educador/a de Infância - é marcante não só para as crianças, mas também para as respetivas famílias que, cada vez mais, a valorizam ao referirem os seus contributos para o ensino e aprendizagem da criança.
ABSTRACT This report takes place within the Supervised Professional Practice II (SPPII) in a kindergarten context, between October 2022 and February 2023, with a group of children aged between three and five years old. The socio-educational organisation where my pedagogical action took place, the environment, the educational team, the educational environment, the group of children in the Orange Room and their families were characterised. From the practice carried out, an investigation emerged around the issue "Who is the Kindergarten Teacher? Conceptions of Children, Families, and the Educational Team", with the following objectives: i) To analyse the main characteristics associated with the profession of Childhood Educator; ii) To analyse the functions assigned to the profession of Childhood Educator and iii) To understand the contributions of the profession of Childhood Educator to the child's development and learning. The research developed was qualitative in nature, using the case study method, with the techniques of direct participant observation, document consultation, semi-structured interviews, and a questionnaire survey. Content analysis was performed through the categorisation and analysis of the collected data, and all ethical issues were considered during the study. The results of the present research reveal that the children have a conception about the educators that are very close to the conceptions of the interviewed educators, as well as the perspectives of the families. This trend towards agreement of perspectives resulting from the triangulation of the data collected shows that this profession - of Childcare Educator - is important not only for the children, but also for their families, who increasingly value it by referring to its contributions to the children's teaching and learning.
ABSTRACT This report takes place within the Supervised Professional Practice II (SPPII) in a kindergarten context, between October 2022 and February 2023, with a group of children aged between three and five years old. The socio-educational organisation where my pedagogical action took place, the environment, the educational team, the educational environment, the group of children in the Orange Room and their families were characterised. From the practice carried out, an investigation emerged around the issue "Who is the Kindergarten Teacher? Conceptions of Children, Families, and the Educational Team", with the following objectives: i) To analyse the main characteristics associated with the profession of Childhood Educator; ii) To analyse the functions assigned to the profession of Childhood Educator and iii) To understand the contributions of the profession of Childhood Educator to the child's development and learning. The research developed was qualitative in nature, using the case study method, with the techniques of direct participant observation, document consultation, semi-structured interviews, and a questionnaire survey. Content analysis was performed through the categorisation and analysis of the collected data, and all ethical issues were considered during the study. The results of the present research reveal that the children have a conception about the educators that are very close to the conceptions of the interviewed educators, as well as the perspectives of the families. This trend towards agreement of perspectives resulting from the triangulation of the data collected shows that this profession - of Childcare Educator - is important not only for the children, but also for their families, who increasingly value it by referring to its contributions to the children's teaching and learning.
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
Educador de Infância Criança Família Equipa educativa Kindergarten teacher Child Family Education team
Citation
Silva, B. A. M. (2023). Quem é o/a educador/a de infância?: conceções das crianças, das familias e da equipa educativa (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16221