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Abstract(s)
O relatório que aqui apresento foi elaborado no âmbito da Unidade Curricular (UC) designada Prática Profissional Supervisionada II (PPS II), que decorreu numa Instituição Particular de Solidariedade Social (IPSS) de Marvila, durante um período de aproximadamente seis meses, sendo realizado em Jardim de Infância (JI), com um grupo de 21 crianças com idades compreendidas no início da prática entre os 2 e os 5 anos. Importa, ainda, referir que a organização socioeducativa se rege pelo modelo pedagógico do Movimento da Escola Moderna (MEM) e que surgiu enquanto resposta educativa à necessidade dos moradores, incluindo as valências de Creche e JI.
É exposto ao leitor todo o percurso desenvolvido ao longo da intervenção pedagógica e investigativa enquanto educadora estagiária. Desta forma, será apresentada a caracterização do contexto em questão e as intencionalidades que surgiram da mesma, bem como a avaliação de toda a intervenção.
De seguida será apresentada ao leitor a investigação realizada, incidindo na compreensão das minhas emoções enquanto promotora de experiências para o desenvolvimento da autorregulação socioemocional das crianças do grupo. Este tema surgiu de uma dificuldade pessoal perante demonstrações de emoções por parte das crianças em que me questionei sobre quais as estratégias a utilizar para ajudá-las e se seriam, ou não, as mais adequadas.
Os resultados obtidos corroboram a literatura apresentada e como mencionam Denham et al. (2012), é essencial que o adulto compreenda as suas emoções para que possa ajudar as crianças, por outro lado o conhecimento das individualidades de cada criança também se torna fundamental para que o adulto consiga oferecer uma resposta adequada e responsiva face às necessidades da mesma (National Scientific Council on the Developing Child [NSCDC], 2011). À medida que fui conhecendo melhor cada criança do grupo e fui reconhecendo as minhas próprias emoções, consegui aprender a geri-las, proporcionando respostas mais adequadas e responsivas em função das necessidades da criança em questão.
É importante continuar a trabalhar e a desenvolver a minha identidade profissional, ultrapassando as minhas dificuldades e receios, para me aproximar da educadora que ambiciono ser. Porque compreendo, igualmente, que a Educação de Infância também se encontra em constante desenvolvimento.
ABSTRACT The report I present here was prepared within the scope of the Curricular Unit (UC) designated Supervised Professional Practice II (PPS II), which took place in a Private Institution of Social Solidarity (IPSS) in Marvila, for a period of approximately six months, being held in Kindergarten (JI), with a group of 21 children aged between 2 and 5 years at the beginning of the practice. It is also important to mention that the socio-educational organization is governed by the pedagogical model of the Modern School Movement (MEM) and that it emerged as an educational response to the needs of the residents, including the nursery and kindergarten services. The reader is exposed to the entire trajectory developed during the pedagogical and investigative intervention as an intern educator. In this way, the characterization of the context in question and the intentions that emerged from it will be presented, as well as the evaluation of the entire intervention. Then, the reader will be presented with the research carried out, focusing on the understanding of my emotions as a promoter of experiences for the development of socio-emotional self-regulation of the children in the group. This theme arose from a personal difficulty faced with demonstrations of emotions from the children in which I asked myself what strategies to use to help them and whether they would be the most appropriate. The results obtained corroborate the literature presented and as mentioned by Denham et al. (2012), it is essential that adults understand their emotions so that they can help children, on the other hand, knowledge of the individualities of each child is also essential for the adult to be able to offer an adequate and responsive response to their needs (National Scientific Council on the Developing Child [NSCDC], 2011). As I got to know each child in the group better and I recognized my own emotions, I managed to learn to manage them, providing more appropriate and responsive responses according to the needs of the child in question. It is important to continue working and developing my professional identity, overcoming my difficulties and fears, to get closer to the kindergarten teacher I aspire to be. Because I also understand that Early Childhood is also in constant development.
ABSTRACT The report I present here was prepared within the scope of the Curricular Unit (UC) designated Supervised Professional Practice II (PPS II), which took place in a Private Institution of Social Solidarity (IPSS) in Marvila, for a period of approximately six months, being held in Kindergarten (JI), with a group of 21 children aged between 2 and 5 years at the beginning of the practice. It is also important to mention that the socio-educational organization is governed by the pedagogical model of the Modern School Movement (MEM) and that it emerged as an educational response to the needs of the residents, including the nursery and kindergarten services. The reader is exposed to the entire trajectory developed during the pedagogical and investigative intervention as an intern educator. In this way, the characterization of the context in question and the intentions that emerged from it will be presented, as well as the evaluation of the entire intervention. Then, the reader will be presented with the research carried out, focusing on the understanding of my emotions as a promoter of experiences for the development of socio-emotional self-regulation of the children in the group. This theme arose from a personal difficulty faced with demonstrations of emotions from the children in which I asked myself what strategies to use to help them and whether they would be the most appropriate. The results obtained corroborate the literature presented and as mentioned by Denham et al. (2012), it is essential that adults understand their emotions so that they can help children, on the other hand, knowledge of the individualities of each child is also essential for the adult to be able to offer an adequate and responsive response to their needs (National Scientific Council on the Developing Child [NSCDC], 2011). As I got to know each child in the group better and I recognized my own emotions, I managed to learn to manage them, providing more appropriate and responsive responses according to the needs of the child in question. It is important to continue working and developing my professional identity, overcoming my difficulties and fears, to get closer to the kindergarten teacher I aspire to be. Because I also understand that Early Childhood is also in constant development.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Emoções Estratégias do adulto Responsividade Autorregulação socioemocional Emotions Adult strategies Responsiveness Socio-emotional self-regulation
Citation
Santos, R. S. A. (2021). Compreender e gerir para agir: Autorreflexividade do educador face às emoções (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14545