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Authors
Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular de Prática Profissional Supervisionada II, realizada numa Instituição Particular de Solidariedade Social, em contexto de jardim de infância. Esta prática foi realizada com um grupo de 23 crianças com idades compreendidas entre os 4 e 5 anos de idade. Ao longo do relatório, é apresentada uma caracterização do contexto onde foi realizado o estágio, que fundamenta as minhas intencionalidades para a ação educativa, posteriormente explicitadas. O relatório traz ainda a investigação realizada no contexto, através da qual procurei compreender como é que, enquanto futuros/as educadores/as, podemos apoiar as crianças a construírem a sua identidade de género de forma não
estereotipada, em diálogo com as discussões teóricas sobre género e educação de infância. Metodologicamente, a investigação desenvolveu-se através de uma Investigação- Ação de natureza qualitativa, tendo sido utilizadas a observação e a entrevista como técnicas de recolha de dados. As análises apontam para a existência de alguns estereótipos por parte das crianças, nomeadamente quanto às características físicas, interesses pessoais e papeis desempenhados (Susan Basow, 1986). A investigação evidencia a possibilidade de estes serem desconstruídos com o grupo de crianças, através da promoção de
momentos de reflexão e diálogo, através de propostas de atividades que foquem na problemática e, ainda, através da reflexão do/a educador/a quanto à sua prática. Além disso, apesar destes estereótipos identificados, no decorrer da investigação-ação foi possível observar a abertura por parte das crianças ao diálogo e à aceitação de uma perspetiva não estereotipada sobre as questões de género. Por fim, teço considerações
sobre o impacto da experiência de estágio na construção da minha identidade profissional, tendo sido esta fundamental para compreender, na prática, a importância de práticas reflexivas, de estabelecer relações afetivas positivas com o grupo de crianças e, ainda, da formação contínua.
ABSTRACT The present report was elaborated within the framework of the Curricular Unit of Supervised Professional Practice II, carried out in a Private Institution of Social Solidarity, in the context of the kindergarten. This practice was carried out with a group of 23 children aged between 4 and 5 years. Throughout the report, a characterization of the context in which the practice was carried out is presented, which underlies my intentions for the pedagogical action that will be explained later. The report also contextualizes the research that was conducted, through which I sought to understand how we, as future educators, can support children to build their gender identity in a non-stereotypical way, in dialogue with theoretical discussions on gender and early childhood education. Methodologically, the research was developed through a qualitative action research, using observation and interview as data collection techniques. The analyses indicate the existence of some stereotypes on the part of the children, namely regarding physical characteristics, personal interests and roles played (Susan Basow, 1986). The research shows the possibility of deconstructing them with the group of children, by promoting moments of reflection and dialogue, by proposing activities that focus on the problem, and by the educator's reflection on his practice. Moreover, despite the stereotypes identified, during the action research it was possible to observe the children's openness to dialogue and acceptance of a non-stereotyped perspective on gender issues. Finally, I will comment on the impact of the internship experience on the construction of my professional identity, which has been fundamental in understanding the importance of reflective practices in practice, establishing positive affective relationships with the group of children, and continuous training.
ABSTRACT The present report was elaborated within the framework of the Curricular Unit of Supervised Professional Practice II, carried out in a Private Institution of Social Solidarity, in the context of the kindergarten. This practice was carried out with a group of 23 children aged between 4 and 5 years. Throughout the report, a characterization of the context in which the practice was carried out is presented, which underlies my intentions for the pedagogical action that will be explained later. The report also contextualizes the research that was conducted, through which I sought to understand how we, as future educators, can support children to build their gender identity in a non-stereotypical way, in dialogue with theoretical discussions on gender and early childhood education. Methodologically, the research was developed through a qualitative action research, using observation and interview as data collection techniques. The analyses indicate the existence of some stereotypes on the part of the children, namely regarding physical characteristics, personal interests and roles played (Susan Basow, 1986). The research shows the possibility of deconstructing them with the group of children, by promoting moments of reflection and dialogue, by proposing activities that focus on the problem, and by the educator's reflection on his practice. Moreover, despite the stereotypes identified, during the action research it was possible to observe the children's openness to dialogue and acceptance of a non-stereotyped perspective on gender issues. Finally, I will comment on the impact of the internship experience on the construction of my professional identity, which has been fundamental in understanding the importance of reflective practices in practice, establishing positive affective relationships with the group of children, and continuous training.
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
Género Estereótipos de Género Jardim de Infância Gender Gender stereotypes Kindergarten
Pedagogical Context
Citation
Neves, F. S. R. (2023). “Eu sou um menino, mas a minha mãe deixou”: Crianças, género e Educação de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16507