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Construir pontes: os instrumentos de pilotagem do Movimento da Escola Moderna em ação num Jardim-de- Infância
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Abstract(s)
Este relatório, elaborado no âmbito da unidade curricular de Prática Profissional Supervisionada II do Mestrado em Educação Pré-Escolar, visa expor criticamente o processo de intervenção e investigação em jardim-de-infância durante quatro meses com um grupo de 20 crianças de três anos. Neste é igualmente apresentada uma análise ao impacto das práticas supervisionadas na construção de uma identidade profissional como educadora de infância. Durante a PPS II, destacou-se a importância do espaço e tempo proporcionados pela educadora cooperante para a comunicação das crianças, valorizando as suas vozes e opiniões. Pude observar a implementação de instrumentos do Movimento da Escola Moderna (MEM), como o “Quero mostrar, contar ou escrever” e “Diário de grupo”, surgindo um interesse em investigar: “De que forma esses instrumentos potenciam a comunicação das crianças? E como é que a prática pedagógica da educadora cooperante influência na eficácia dos mesmos?”. Os objetivos do estudo foram: Conhecer as conceções da educadora sobre a criança e o JI; entender a visão da educadora sobre seu papel no JI; compreender as conceções da educadora sobre comunicação e seu desenvolvimento nas crianças; analisar a perspetiva das crianças sobre a utilidade e preferência dos instrumentos e enunciar estratégias promotoras de comunicação. Optou-se por uma investigação qualitativa, na modalidade de estudo de caso, utilizando técnicas de recolha de dados como a observação direta participante e não participante (notas de campo), entrevistas estruturadas às crianças e à educadora cooperante e consulta documental dos instrumentos de pilotagem. Os resultados da análise dos dados sustentam que os instrumentos do MEM em estudo potencializaram as habilidades comunicativas das crianças. Além disso, a prática pedagógica da educadora cooperante, alinhada com as premissas do MEM, mostrou-se crucial para a eficácia desses instrumentos, criando pontes que influenciaram diretamente o envolvimento e a qualidade da comunicação das crianças, no entanto, as limitações sugerem a necessidade de uma amostra maior e mais pesquisas para generalizar os resultados e compreender plenamente o impacto desses instrumentos ao longo do tempo.
ABSTRACT This report, written as part of the Supervised Professional Practice II unit of the master’s degree in early childhood education, aims to critically explain the process of intervention and research in a kindergarten over four months with a group of 20 three-year-olds. It also analyses the impact of supervised practice on the construction of a professional identity as a kindergarten teacher. During PPS II, the importance of the space and time provided by the cooperating teacher for the children's communication, valuing their voices and opinions, was highlighted. I was able to observe the implementation of Modern School Movement (MEM) tools such as 'I want to show, tell or write' and 'Group diary', which made me interested in investigating: 'How do these tools promote children's communication? And how does the pedagogical practice of the cooperating teacher influence their effectiveness? The aims of the study were: to get to know the educator's ideas about the child and the kindergarten; to understand the educator's view of her role in the kindergarten; to understand the educator's ideas about communication and its development in children; to analyse the children's perspective on the usefulness and preference of the tools and to list communication promoting strategies. We opted for a qualitative case study research design, using data collection techniques such as direct participant and non-participant observation (field notes), structured interviews with children and the cooperating teacher, and documentary consultation of pilot tools. The results of the data analysis support the idea that the MEM tools studied improved the children's communication skills. Furthermore, the pedagogical practice of the cooperating teacher, aligned with the premises of MEM, proved to be crucial to the effectiveness of these tools, creating bridges that directly influenced the children's participation and the quality of their communication. However, the limitations suggest the need for a larger sample and further research to generalise the findings and fully understand the impact of these tools over time.
ABSTRACT This report, written as part of the Supervised Professional Practice II unit of the master’s degree in early childhood education, aims to critically explain the process of intervention and research in a kindergarten over four months with a group of 20 three-year-olds. It also analyses the impact of supervised practice on the construction of a professional identity as a kindergarten teacher. During PPS II, the importance of the space and time provided by the cooperating teacher for the children's communication, valuing their voices and opinions, was highlighted. I was able to observe the implementation of Modern School Movement (MEM) tools such as 'I want to show, tell or write' and 'Group diary', which made me interested in investigating: 'How do these tools promote children's communication? And how does the pedagogical practice of the cooperating teacher influence their effectiveness? The aims of the study were: to get to know the educator's ideas about the child and the kindergarten; to understand the educator's view of her role in the kindergarten; to understand the educator's ideas about communication and its development in children; to analyse the children's perspective on the usefulness and preference of the tools and to list communication promoting strategies. We opted for a qualitative case study research design, using data collection techniques such as direct participant and non-participant observation (field notes), structured interviews with children and the cooperating teacher, and documentary consultation of pilot tools. The results of the data analysis support the idea that the MEM tools studied improved the children's communication skills. Furthermore, the pedagogical practice of the cooperating teacher, aligned with the premises of MEM, proved to be crucial to the effectiveness of these tools, creating bridges that directly influenced the children's participation and the quality of their communication. However, the limitations suggest the need for a larger sample and further research to generalise the findings and fully understand the impact of these tools over time.
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
Educação de Infância papel do educador prática pedagógica comunicação Movimento escola moderna Instrumentos de pilotagem Early childhood education Educator´s role Pedagogical practice Communication Pilot tools
Citation
Fontes, M. I. O. (2024). Construir pontes: os instrumentos de pilotagem do Movimento da Escola Moderna em ação num Jardim-de- Infância [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21483
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa