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Abstract(s)
Com o presente relatório pretende-se evidenciar o processo de aprendizagem reflexivo durante a Prática Profissional Supervisionada, módulo II, realizada em Jardim de Infância, com a duração aproximada de quatro meses. Para além da componente interpretativa e reflexiva, este relatório também apresenta uma componente investigativa de natureza qualitativa, assente nas caraterísticas da investigação-ação sobre a própria prática. Ao observar-se, analisar-se e refletir-se diariamente sobre a prática da equipa educativa e sobre as ações das crianças, identificou-se a problemática do estudo, traduzida nas fragilidades que o grupo apresentava, face à exposição das opiniões e à tomada de decisões. Para tal surgiu a questão orientadora que direcionou o presente estudo: como incluir a participação, a escuta e a voz das crianças na ação pedagógica?, que por sua vez foi sustentada nos seguintes objetivos: (i) criar espaços e tempos para a participação e (ii) identificar os níveis de participação.
No sentido de se salvaguardar a concretização de tais objetivos, desenhou-se um plano de intervenção, com base nos níveis de participação definidos por Lansdown (2005). Os níveis de participação, bem como as estratégias que os potenciaram, foram analisados a partir de técnicas e instrumentos, entre as quais fizeram parte a observação, a entrevista e a análise de conteúdo, que permitiram a discussão dos dados. É de referir ainda, o papel determinante que as questões éticas e deontológicas assumiram nesta investigação, tendo sido implicada uma triangulação explicitada, a partir da Carta de Princípios para uma Ética Profissional (APEI, 2011) e dos Princípios Éticos e Deontológicos no trabalho de investigação com crianças (Tomás, 2011).
Os resultados obtidos conferem que, através da criação de processos participativos foi possível observar a existência de processos autónomos. E que perante a presença de processos autónomos, as crianças clarificaram a importância de poderem e de fazerem como querem e como sabem, suportando assim, a conclusão mais significativa da investigação – a compreensão e consciencialização das suas próprias ações e das ações do/a adulto/a no contexto educativo, da qual surge o título deste relatório: “Aqui podemos fazer como queremos!”: a participação das crianças em jardim de infância.
ABSTRACT With the present report it is intended to evidentiate the process of reflective learning during the Supervised Professional Practice, module II, conducted in Kindergarten, with the aproximate duration of four months. Besides the interpretive and reflective component, this report also presents an investigative component of qualitative nature, centered on the characteristics of the investigation-action about the practice itself. In observing, analazing and reflecting daily over the practice of the educational team and over the actions of the children, it was identified the problematic of the study, translated in the fragilities that the group presented, face to the exposition of the opinions and to the decision making. For that purpose emerged a guiding question that directed the present study: how to include the participation, the listening and the voice of the children in the pedagogical action?, which in turn was sustended on the following objectives: (i) create spaces and time for the participation and (ii) identify the levels of participation. In the sense of safeguarding the accomplishment of such objectives, it was designed an intervention plan, based on the levels of participation defined by Lansdown (2005). The levels of participation, as well as the strategies that potentiated them, were analised from techniques and instruments, among which were part the observation, the interview and contente analises, that allowed the discussion of the data. It is also worth mentioning, the determining part that the ethical and deonthological questions took in this investigation, having been applied an explicit triangulation, from the Letter of Principles for a Proffesional Ethical (APEI, 2011) and of the Ethical and Deonthological Principles on the work of investigation with children (Tomás, 2011). The obtained results verify that, through the creation of participation processes was possible to observe the existence of autonomous processes. And that in front of the presence of the autonomous processes, the children clarified the importance of being able to and doing it as they want and know how, supporting thus, the more significant conclusion of the investigation – the comprehension and awareness of their own action and the actions of the adult in the educational context, in which came up the title of this report: “Here we can do as we want!”: the participation of children in kindergarten.
ABSTRACT With the present report it is intended to evidentiate the process of reflective learning during the Supervised Professional Practice, module II, conducted in Kindergarten, with the aproximate duration of four months. Besides the interpretive and reflective component, this report also presents an investigative component of qualitative nature, centered on the characteristics of the investigation-action about the practice itself. In observing, analazing and reflecting daily over the practice of the educational team and over the actions of the children, it was identified the problematic of the study, translated in the fragilities that the group presented, face to the exposition of the opinions and to the decision making. For that purpose emerged a guiding question that directed the present study: how to include the participation, the listening and the voice of the children in the pedagogical action?, which in turn was sustended on the following objectives: (i) create spaces and time for the participation and (ii) identify the levels of participation. In the sense of safeguarding the accomplishment of such objectives, it was designed an intervention plan, based on the levels of participation defined by Lansdown (2005). The levels of participation, as well as the strategies that potentiated them, were analised from techniques and instruments, among which were part the observation, the interview and contente analises, that allowed the discussion of the data. It is also worth mentioning, the determining part that the ethical and deonthological questions took in this investigation, having been applied an explicit triangulation, from the Letter of Principles for a Proffesional Ethical (APEI, 2011) and of the Ethical and Deonthological Principles on the work of investigation with children (Tomás, 2011). The obtained results verify that, through the creation of participation processes was possible to observe the existence of autonomous processes. And that in front of the presence of the autonomous processes, the children clarified the importance of being able to and doing it as they want and know how, supporting thus, the more significant conclusion of the investigation – the comprehension and awareness of their own action and the actions of the adult in the educational context, in which came up the title of this report: “Here we can do as we want!”: the participation of children in kindergarten.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Jardim de infância Níveis de participação Tempos e espaços Children Kindergarten Level of participation Times and spaces
Pedagogical Context
Citation
Barbosa, I. M. D. (2019). Aqui podemos fazer como queremos!”: A participação das crianças em jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10280