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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática Profissional Supervisionada II do mestrado em Educação Pré-Escolar, tendo como principal objetivo apresentar, de uma forma reflexiva e fundamentada, o desenvolvimento do processo interventivo e de construção profissional em contexto de Jardim de Infância, designadamente, numa sala de 2 e 3 anos com um grupo de 25 crianças.
A partir de uma caracterização detalhada de todo o contexto e dos agentes nele envolvidos, definiram-se as intenções norteadoras da intervenção, como modo de dar resposta a todas as necessidades e interesses do grupo de crianças. No decurso do processo de observação participante do contexto, foi-se tornando notória a preocupação da equipa educativa em escutar as crianças e envolvê-las nas tomadas de decisão, o que suscitou o interesse por investigar aquele grupo, em particular: (1) compreender de que forma participam as crianças na rotina diária da sala de atividades; (2) compreender de que forma a equipa educativa promove a participação das crianças e, ainda, (3) analisar quais as potencialidades dessa participação para o desenvolvimento e autonomia das crianças.
Considerando os objetivos traçados, optou-se por desenvolver o processo investigativo através de uma abordagem de natureza qualitativa e interpretativa orientada pela metodologia de estudo caso. Para o efeito, os dados foram recolhidos através de uma multiplicidade de técnicas e instrumentos, tais como: observação direta participante, através do registo de notas de campo, observações diretas naturalistas, focadas em momentos-chave da rotina, observações diretas sistemáticas, partindo de uma grelha de observação previamente construída, inquérito por entrevista e inquérito por questionário.
Os dados qualitativos foram tratados através de uma análise de conteúdo categorial, tendo sido os dados quantitativos sujeitos a um tratamento estatístico, designadamente, a contagem e distribuição de frequências. Com vista a uma compreensão mais aprofundada do fenómeno em estudo e a responder aos seus objetivos, os dados foram sujeitos a um processo de triangulação.
Algumas das conclusões retiradas desta investigação passam por reconhecer que os três agentes educativos incluídos na mesma recorrem a um leque de estratégias como, por exemplo, o questionamento ou instrumentos de pilotagem de modo a garantir a participação do grupo de crianças na vida em sala durante momentos de escolha de
tarefas, áreas, atividades ou tomadas de decisão referentes à vida da sala e/ou comunidade educativa, sendo que esta participação ativa poderá levar a possíveis desenvolvimentos nas crianças, entre eles os linguísticos, sociais e cognitivos.
ABSTRACT This report comes within the work of the curricular unit Supervised Professional Practice II of the Master in Pre-School Education, with the main objective of presenting, in a reflective and well-founded way, the development of the intervention and professional construction process in the context of Kindergarten, namely, in a room of 2 and 3 years old with a group of 25 children. Based on a detailed characterization of the entire context and the agents involved in it, the guiding intentions of the intervention were defined as a way of responding to all the needs and interests of the group. During the process of participant observation of the context, the concern of the educational team in listening to children and involving them in decision-making became evident, and then it aroused the interest in investigating that group, in particular: (1) understanding how children participate in the daily routine of the activity room; (2) understanding how the educational team promotes the child's participation and, further, (3) to analyse the potential of that participation for the child's development and autonomy. Considering the outlined objectives, it was decided to develop the investigative process through a qualitative and interpretative approach guided by the case study methodology. For this purpose, the data were collected through a multiplicity of techniques and instruments, such as: direct participant observation, through the field notes, direct naturalistic observations, focused on key moments of the routine, systematic direct observations, starting from an observation list previously built, survey by interview and survey by questionnaire. Qualitative data were treated through a categorical content analysis, with quantitative data being subjected to statistical treatment, namely, the counting and distribution of frequencies. With a view to a deeper understanding of the phenomenon under study and to respond to his objectives, the data were subjected to a triangulation process. Some of the conclusions drawn from this investigation include recognizing that the three educational agents included in it use a range of strategies such as, for example, questioning or using piloting instruments in order to guarantee the participation of the group of children in life in the classroom during moments like choice of tasks, areas, activities or decision making related to the life of the classroom and / or educational community, and this active participation may lead to possible developments in children, including linguistic, social and cognitive ones.
ABSTRACT This report comes within the work of the curricular unit Supervised Professional Practice II of the Master in Pre-School Education, with the main objective of presenting, in a reflective and well-founded way, the development of the intervention and professional construction process in the context of Kindergarten, namely, in a room of 2 and 3 years old with a group of 25 children. Based on a detailed characterization of the entire context and the agents involved in it, the guiding intentions of the intervention were defined as a way of responding to all the needs and interests of the group. During the process of participant observation of the context, the concern of the educational team in listening to children and involving them in decision-making became evident, and then it aroused the interest in investigating that group, in particular: (1) understanding how children participate in the daily routine of the activity room; (2) understanding how the educational team promotes the child's participation and, further, (3) to analyse the potential of that participation for the child's development and autonomy. Considering the outlined objectives, it was decided to develop the investigative process through a qualitative and interpretative approach guided by the case study methodology. For this purpose, the data were collected through a multiplicity of techniques and instruments, such as: direct participant observation, through the field notes, direct naturalistic observations, focused on key moments of the routine, systematic direct observations, starting from an observation list previously built, survey by interview and survey by questionnaire. Qualitative data were treated through a categorical content analysis, with quantitative data being subjected to statistical treatment, namely, the counting and distribution of frequencies. With a view to a deeper understanding of the phenomenon under study and to respond to his objectives, the data were subjected to a triangulation process. Some of the conclusions drawn from this investigation include recognizing that the three educational agents included in it use a range of strategies such as, for example, questioning or using piloting instruments in order to guarantee the participation of the group of children in life in the classroom during moments like choice of tasks, areas, activities or decision making related to the life of the classroom and / or educational community, and this active participation may lead to possible developments in children, including linguistic, social and cognitive ones.
Description
Relatório da Prática Profissional Supervisionada II
apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Educação de infância Participação Estratégias de intervenção Participation Children Childhood education Intervention strategies
Citation
Carmo, A. C. M. (2019). "O que vamos fazer hoje na sala?" - Dinâmicas de participação das crianças numa sala de Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em:http://hdl.handle.net/10400.21/12816
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa