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Abstract(s)
O presente trabalho pretende relatar o percurso formativo da Prática Profissional Supervisionada desenvolvida num contexto de Jardim de infância, centrando-se na ca-racterização reflexiva do contexto, no desenho de um plano de intenções para a ação e na avaliação formativa. Apresenta uma investigação levada a cabo ao longo das quinze semanas de intervenção e uma reflexão acerca do contributo da imersão na prática para a construção da profissionalidade docente.
Inscrita num paradigma qualitativo, a problemática investigada focaliza o recreio enquanto espaço-tempo privilegiado da criança e visa compreender o que vinculava as crianças daquele grupo às brincadeiras naquele espaço, tendo como pressuposto as crianças como atores sociais competentes, que contribuem de forma ativa para a pro-dução de cultura.
Neste estudo de caso de inspiração etnográfica, recorreu-se à observação par-ticipante como técnica central e à captação de imagem (fotografia e vídeo) como princi-pal instrumento de registo das interações entre as 23 crianças que compunham o grupo. Com o intuito de captar os seus pontos de vista, o estudo centrou-se em 10 crianças, a quem foram feitas entrevistas individuais. A operacionalização da investigação foi su-portada num conjunto de princípios éticos e deontológicos. No tratamento dos dados, recorreu-se à análise de conteúdo e à análise de redes.
Este estudo confirma a centralidade da dimensão relacional no ato de brincar, evidenciando que as redes de relações são estruturadas de acordo com a intensidade e proximidade das ligações que as crianças estabelecem, havendo claramente uma vin-culação em função do género. Evidenciou a importância das relações fracas enquanto condutoras de energia entre grupos densamente e fortemente relacionados, contribu-indo para a coesão social. Os resultados obtidos permitiram reunir evidências de que a escolha das ecologias se prende muitas vezes à natureza da atividade, bem como ao tema subjacente à brincadeira. No uso de brinquedos trazidos de casa, foi possível ve-rificar um reforço da vinculação por género, o que não aconteceu com os brinquedos da escola, bem como a mobilização das relações de amizade enquanto estratégia de troca e negociação com vista à obtenção do objeto. Por fim, verificou-se que os brinquedos só serviam de suporte à brincadeira enquanto houvesse pares com quem os partilhar.
ABSTRACT The present work intends to relate the formative course of Supervised Profes-sional Practice developed in a kindergarten context, focusing on the reflexive character-ization of the context, in the drawing of an intentions plan for action and in the formative evaluation. It presents an investigation carried out during the fifteen weeks of intervention and a reflection about the contribution of the immersion in the practice for the construc-tion of the teaching professionalism. This research was based on the qualitative paradigm, focusing on recess as a children’s privileged space-time and aims to understand what bounded the children from that group to play in that space, taking as a presupposition children as competent social actors, who contribute actively to the production of their culture. In this case study of ethnographic inspiration, participant observation was used as a dominant technique and image capture (photography and video) as the main instru-ment for recording the interactions of the 23 children who belonged to that group. To capture their points of view, the study focused on 10 children, to whom individual inter-views were conducted. The operationalization of the research was supported by a set of ethical and deontological principals. Analysis of contents and network analysis were used while treating the data. This study confirms the centrality of the relational dimension in the act of playing, showing that the social networks are structured according to the intensity and proximity of the connections that the children establish, and there is clearly a linkage according to gender. The study pointed to the importance of weak relationships as conduits of energy between heavily and strongly related groups, contributing to social cohesion. The results obtained allowed us to gather evidence that the choice of ecologies is often related to the nature of the activity, as well as to the underlying theme of the play. In the use of toys brought from home, it was possible to see a reinforcement of the bonding by gender, which did not happen with school toys, as well as the mobilization of friendly relations as a strategy of exchange and negotiation to obtain the object. Finally, it was found that toys only served as support for the game if there were peers with whom to share them.
ABSTRACT The present work intends to relate the formative course of Supervised Profes-sional Practice developed in a kindergarten context, focusing on the reflexive character-ization of the context, in the drawing of an intentions plan for action and in the formative evaluation. It presents an investigation carried out during the fifteen weeks of intervention and a reflection about the contribution of the immersion in the practice for the construc-tion of the teaching professionalism. This research was based on the qualitative paradigm, focusing on recess as a children’s privileged space-time and aims to understand what bounded the children from that group to play in that space, taking as a presupposition children as competent social actors, who contribute actively to the production of their culture. In this case study of ethnographic inspiration, participant observation was used as a dominant technique and image capture (photography and video) as the main instru-ment for recording the interactions of the 23 children who belonged to that group. To capture their points of view, the study focused on 10 children, to whom individual inter-views were conducted. The operationalization of the research was supported by a set of ethical and deontological principals. Analysis of contents and network analysis were used while treating the data. This study confirms the centrality of the relational dimension in the act of playing, showing that the social networks are structured according to the intensity and proximity of the connections that the children establish, and there is clearly a linkage according to gender. The study pointed to the importance of weak relationships as conduits of energy between heavily and strongly related groups, contributing to social cohesion. The results obtained allowed us to gather evidence that the choice of ecologies is often related to the nature of the activity, as well as to the underlying theme of the play. In the use of toys brought from home, it was possible to see a reinforcement of the bonding by gender, which did not happen with school toys, as well as the mobilization of friendly relations as a strategy of exchange and negotiation to obtain the object. Finally, it was found that toys only served as support for the game if there were peers with whom to share them.
Description
Relatório de Estágio apresentada à Escola Superior de Educação de Lisboa para ob-tenção de grau de mestre em Educação Pré-Escolar
Keywords
Brincar Recreio Relações sociais Brinquedo Ecologias Cultura de pares Culturas da infância Play Playground Social network Toys Ecologies Peer culture Childhood cultures
Citation
Pereira, B. K. (2018). O brincar no exterior e a construção das relações sociais num contexto de educação de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9480