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A criança e o jogo simbólico: a representação do mundo do imaginário
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| 2.61 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório tem como finalidade apresentar de modo reflexivo todo o percurso realizado no decorrer da Prática Profissional Supervisionada II (PPS II), concretizada em contexto de Jardim de Infância (JI) situado na Área Metropolitana de Lisboa. Neste sentido, são apresentados diversos tópicos que refletem todo o processo de intervenção, com um grupo de vinte crianças com três anos de idade, aquando da realização da investigação.
Inicialmente é concretizada a caracterização do contexto, sendo este o ponto de partida para a definição das intenções para a ação educativa. Seguidamente, procedeu-se à reflexão e avaliação dessas intenções e de todo o processo de intervenção. Finalmente, surge o tópico referente à investigação desenvolvida no presente contexto de intervenção, cuja problemática é – A criança e o jogo simbólico: a representação do mundo do imaginário. A investigação insere-se numa perspetiva de metodologia de estudo de caso de natureza qualitativa, cujo tema é definido a partir das observações efetuadas no decorrer da prática, nas quais foi possível verificar o envolvimento e entusiasmo das crianças ao se envolverem em situações de Jogo Simbólico.
Através da revisão literária e da consequente análise das evidências registadas e da entrevista realizada à educadora cooperante é possível compreender que a prática do Jogo Simbólico tem verdadeiramente impacto no desenvolvimento holístico das crianças e permite que estas aprendam em conjunto e potenciem a descoberta do mundo entre si. Além disso, foi possível concluir que o adulto pode ampliar as experiências e descobertas da criança no decorrer deste momento, mas devendo manter uma postura maioritariamente observadora, respeitando o que é delineado pela criança.
Por último, é apresentada a construção da profissionalidade docente, que conta com uma reflexão sobre os valores que estiveram na base da ação pedagógica em contexto de PPS e que contribuem para a construção da minha identidade enquanto futura profissional.
The purpose of the present report is to present in a reflective way the entire course undertaken during the Supervised Professional Practice II (PPS II), implemented in the context of Kindergarten, located in the Lisbon Metropolitan Area. In this sense, various topics are presented that reflect the entire intervention process, with a group of twenty children aged three, during the course of the research. Initially, the characterization of the context is carried out, and this is the starting point for defining the intentions for the educational action. Subsequently, these intentions and the entire intervention process were considered and evaluated. Finally, there is the topic concerning the research developed in the present context of intervention, whose theme is – The child and the symbolic game: the representation of the world of the imaginary. The research is done in a case study methodology of qualitative nature, the theme is defined based from the observations made in the course of the practice, in which it was possible to verify the involvement and enthusiasm of children when engaging in situations of Symbolic Game. Through the literary review and the consequent analysis of the recorded evidence and interview made with the kindergarten teacher that accompanied the intervention, is possible to understand that the practice of the Symbolic Game really has an impact on the holistic development of children and allows them to learn together and to enhance the discovery of the world through each other. In addition, it was possible to discover that the adult can expand the experiences and discoveries of the child in the course of this moment, but should maintain a mostly observing posture, respecting what is outlined by the child. Finally, is presented the construction of the teaching professionalism, which has a reflection on the values that have been the basis of the pedagogical action in the context of PPS and that contribute to the building of my identity as a future professional.
The purpose of the present report is to present in a reflective way the entire course undertaken during the Supervised Professional Practice II (PPS II), implemented in the context of Kindergarten, located in the Lisbon Metropolitan Area. In this sense, various topics are presented that reflect the entire intervention process, with a group of twenty children aged three, during the course of the research. Initially, the characterization of the context is carried out, and this is the starting point for defining the intentions for the educational action. Subsequently, these intentions and the entire intervention process were considered and evaluated. Finally, there is the topic concerning the research developed in the present context of intervention, whose theme is – The child and the symbolic game: the representation of the world of the imaginary. The research is done in a case study methodology of qualitative nature, the theme is defined based from the observations made in the course of the practice, in which it was possible to verify the involvement and enthusiasm of children when engaging in situations of Symbolic Game. Through the literary review and the consequent analysis of the recorded evidence and interview made with the kindergarten teacher that accompanied the intervention, is possible to understand that the practice of the Symbolic Game really has an impact on the holistic development of children and allows them to learn together and to enhance the discovery of the world through each other. In addition, it was possible to discover that the adult can expand the experiences and discoveries of the child in the course of this moment, but should maintain a mostly observing posture, respecting what is outlined by the child. Finally, is presented the construction of the teaching professionalism, which has a reflection on the values that have been the basis of the pedagogical action in the context of PPS and that contribute to the building of my identity as a future professional.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Interações entre pares Jardim de Infância Jogo Simbólico Papel do Adulto Kindergarten Symbolic game Peer interactions Role of the adult
Citation
Costa, A. F. A. (2024). O lugar das artes plásticas no contexto de um jardim de infância Waldorf (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/21324