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Abstract(s)
O presente relatório resulta de uma reflexão crítica, sistemática e fundamentada em torno da Prática Profissional Supervisionada II (PPS), realizada, no âmbito do 2.º ano do Mestrado em Educação Pré-Escolar na Escola Superior de Educação de Lisboa, de 17 de outubro de 2022 a 6 de fevereiro de 2023, numa sala de jardim de infância, com um grupo de 26 crianças, situadas na faixa etária dos cinco anos. Ao intervir, percebi que a Metodologia de Trabalho de Projeto estava presente não só no planeamento e na organização do ambiente educativo, como também nas brincadeiras das crianças que constituíam o grupo. Através da escuta e participação nos diálogos entre as crianças e a educadora, foi notória a envolvência do grupo com esta metodologia e, a par disso, a predisposição de todas as crianças para o questionamento, a reflexão e novas descobertas. Desta forma, indaguei-me sobre os contributos da Pedagogia de Projeto para a construção do pensamento crítico da (e pela) a criança, levando a cabo uma investigação de natureza qualitativa, baseada no método de estudo de caso, recorrendo a diferentes técnicas de recolha de dados, tais como a observação direta, sustentada na elaboração de notas de campo e reflexões críticas, um questionário às educadoras e um questionário por recolha indireta às crianças, a análise documental (fontes documentais (legislação), artigos e/outros textos de revisão) e, ainda, notas de campo. A apresentação dos dados basear-se-á nos referidos questionários (realizados ao pessoal docente) e no questionário por recolha indireta aplicado junto das crianças. A análise dos dados, efetuada a partir do método da análise de conteúdo e da elaboração de uma árvore categorial, baseou-se em três categorias: (i) caracterização profissional; (ii) perspetivas sobre a educação de infância; (iii) perspetivas sobre a metodologia de trabalho de projeto em educação pré-escolar. Os resultados obtidos põem em evidência: (i) a importância de o educador assumir um papel de agente participativo, fornecendo apoio e orientação às crianças enquanto mediador; (ii) a necessidade de pensar e a formulação de hipóteses como contributos da MTP para o desenvolvimento do pensamento crítico; e (iii) o importante envolvimento das famílias na MTP nas diversas fases de concretização do projeto.
This report is the result of a critical, systematic and well-founded reflection on the Supervised Professional Practice II (SPP), carried out as part of the 2nd year of the Master's Degree in Preschool Education at the School of Education of Lisbon, from October 17, 2022 to February 6, 2023, in a kindergarten room with a group of 26 children aged five years old. While intervening, I realized that the Project Work Methodology was present not only in the planning and organization of the educational environment, but also in the play of the children in the group. Through listening and participating in the dialogues between the children and the teacher, the group's involvement with this methodology was evident, as well as the willingness of all children to question, reflect and make new discoveries. Thus, I investigated the contributions of Project Pedagogy to the construction of critical thinking in (and by) the child, carrying out a qualitative research, based on the case study method, using different data collection techniques, such as direct observation, supported by the preparation of field notes and critical reflections, a questionnaire to educators and a questionnaire for indirect collection to children, document analysis (documentary sources (legislation), articles and/or other review texts) and, also, field notes. The presentation of data will be based on these questionnaires (to the teaching staff) and the questionnaire applied indirectly to the children. Data analysis, based on the content analysis method and the development of a categorical tree, was based on three categories: (i) professional characterization; (ii) perspectives on early childhood education; (iii) perspectives on the project work methodology in preschool education. The results show: (i) the importance of the educator assuming a role of participatory agent, providing support and guidance to children as a mediator; (ii) the need to think and the formulation of hypotheses as contributions to the development of critical thinking; and (iii) the crucial involvement of families in the PTM in the various stages of project implementation.
This report is the result of a critical, systematic and well-founded reflection on the Supervised Professional Practice II (SPP), carried out as part of the 2nd year of the Master's Degree in Preschool Education at the School of Education of Lisbon, from October 17, 2022 to February 6, 2023, in a kindergarten room with a group of 26 children aged five years old. While intervening, I realized that the Project Work Methodology was present not only in the planning and organization of the educational environment, but also in the play of the children in the group. Through listening and participating in the dialogues between the children and the teacher, the group's involvement with this methodology was evident, as well as the willingness of all children to question, reflect and make new discoveries. Thus, I investigated the contributions of Project Pedagogy to the construction of critical thinking in (and by) the child, carrying out a qualitative research, based on the case study method, using different data collection techniques, such as direct observation, supported by the preparation of field notes and critical reflections, a questionnaire to educators and a questionnaire for indirect collection to children, document analysis (documentary sources (legislation), articles and/or other review texts) and, also, field notes. The presentation of data will be based on these questionnaires (to the teaching staff) and the questionnaire applied indirectly to the children. Data analysis, based on the content analysis method and the development of a categorical tree, was based on three categories: (i) professional characterization; (ii) perspectives on early childhood education; (iii) perspectives on the project work methodology in preschool education. The results show: (i) the importance of the educator assuming a role of participatory agent, providing support and guidance to children as a mediator; (ii) the need to think and the formulation of hypotheses as contributions to the development of critical thinking; and (iii) the crucial involvement of families in the PTM in the various stages of project implementation.
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 pré-escolar Profissionalidade Metodologia de trabalho de projeto Pensamento crítico Preschool education Professionalism Project work methodology Critical thinking
Citation
Domingues, F. M. M. (2023). A Pedagogia de Projeto no jardim de infância: contributos para a construção do pensamento crítico da (e pela) criança (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16514