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Abstract(s)
O presente relatório surge no âmbito da unidade curricular designada por Prática Profissional Supervisionada II, que decorreu num estabelecimento socioeducativo de jardim de infância, pertencente à rede privada, com um grupo de crianças com idades que variavam entre os três e os seis anos, no início do ano letivo vigente. Apresenta-se como uma reflexão daquela que foi a minha prática pedagógica e ação investigativa, enquanto estagiária-educadora em contexto, e intenta retratar o trabalho pela minha pessoa desenvolvido durante um período de, aproximadamente, quatro meses.
Já denotado o facto de a palavra “amigo” ser frequentemente utilizada, em diferentes ocasiões, tanto pelas crianças como pelas profissionais de referência da sala de atividades, foi apenas quando o DF me colocou a questão “Amigos são todos, pois é?” que surgiu a temática em estudo: A Construção de Relações de Amizade na Infância. A investigação, na qual participaram vinte e três crianças, uma educadora de infância, uma auxiliar de educação e doze famílias, visou compreender quais as conceções de amizade das crianças, caracterizar, no contexto socioeducativo, as formas de relação promovidas entre crianças e identificar estratégias promotoras das relações de amizade na infância.
O estudo assume, no seu desenho metodológico, uma natureza qualitativa e é norteado pelas diretrizes do estudo de caso. A recolha dos dados foi possibilitada pela utilização de inúmeras técnicas, como a observação participante, a consulta documental, a entrevista e o inquérito por questionário.
A sua análise e discussão comprovou que, de um modo geral, as crianças em idade pré-escolar demonstram já ter uma conceção formada acerca da amizade, saber identificar os amigos e os não-amigos e reconhecer os motivos na origem das amizades e não-amizades. Evidenciada a importância, pelas profissionais e pelas famílias, reconhecida à amizade na infância, enquanto potencializadora do desenvolvimento holístico da criança, constatou-se, ainda, a identificação de inúmeras estratégias promotoras da construção desta peculiar forma de relação, em contexto pré-escolar e familiar, pelas mesmas, o que confirma que, de facto, o adulto é, indiscutivelmente, uma das figuras que mais contribui para a concretização da criança enquanto ser social.
ABSTRACT This report arises in the context of the course Prática Profissional Supervisionada II, that took place in a kindergarten of the private sector, with a group of children whose ages ranged from three to six years old, in the beginning of the school year. It is a reflexion of what was my pedagogic practice and investigative action, as a trainee educator in context, and aims to describe the work I developed during a period of, approximately, four months. The word "friend" was frequently used, in different situations, either by the children or the professionals of reference. However, it was only when I was asked this question "Friends are everybody, is not?" by DF, that the studied theme here arose: The Construction of Friendships in Childhood. The investigation, in which took part twenty three children, one kindergarten teacher, one educational auxiliar and twelve families, aimed, firstly, to understand the formulations of friendships by children, to characterize, in the socioeducational context, the types of relationships fostered between children, and, lastly, to identify strategies of promoting friendships during childhood. This study takes, in its methodological design, a qualitative nature and is oriented by the guidelines of the case study. The collection of data was made possible through the use of countless techniques, such as the participant observation, the documental consultation, the interview and the survey by questionnaire. Its analysis and discussion has proved that, generally, children in kindergarten ages appear to have a formed conception of friendship, being capable of identifying their friends and their non-friends as well as being able to pinpoint the reasons behind those friendships and non-friendships. Made an obvious fact by the professionals and the families, friendships in childhood are of the utmost importance as a driving force for the holistic development of the child. Moreover, there were also observed and identified countless strategies promoters of this peculiar type of relationship in kindergarten and familiar contexts, which validates that, as a matter of fact, adults, unquestionably represent one of they key contributors for the accomplishment of the child as a social being.
ABSTRACT This report arises in the context of the course Prática Profissional Supervisionada II, that took place in a kindergarten of the private sector, with a group of children whose ages ranged from three to six years old, in the beginning of the school year. It is a reflexion of what was my pedagogic practice and investigative action, as a trainee educator in context, and aims to describe the work I developed during a period of, approximately, four months. The word "friend" was frequently used, in different situations, either by the children or the professionals of reference. However, it was only when I was asked this question "Friends are everybody, is not?" by DF, that the studied theme here arose: The Construction of Friendships in Childhood. The investigation, in which took part twenty three children, one kindergarten teacher, one educational auxiliar and twelve families, aimed, firstly, to understand the formulations of friendships by children, to characterize, in the socioeducational context, the types of relationships fostered between children, and, lastly, to identify strategies of promoting friendships during childhood. This study takes, in its methodological design, a qualitative nature and is oriented by the guidelines of the case study. The collection of data was made possible through the use of countless techniques, such as the participant observation, the documental consultation, the interview and the survey by questionnaire. Its analysis and discussion has proved that, generally, children in kindergarten ages appear to have a formed conception of friendship, being capable of identifying their friends and their non-friends as well as being able to pinpoint the reasons behind those friendships and non-friendships. Made an obvious fact by the professionals and the families, friendships in childhood are of the utmost importance as a driving force for the holistic development of the child. Moreover, there were also observed and identified countless strategies promoters of this peculiar type of relationship in kindergarten and familiar contexts, which validates that, as a matter of fact, adults, unquestionably represent one of they key contributors for the accomplishment of the child as a social being.
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
Criança Pré-Escolar Relações Sociais Relações de Amizade Child Kindergarten Social relationships Friendship relationships
Citation
Ferreira, J. C. (2022). “Amigos são todos, pois é?” (DF): A construção de relações de amizade na infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15778