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Advisor(s)
Abstract(s)
O relatório apresentado advém da Prática Profissional Supervisionada II (PPS II), incluída no Mestrado de Educação Pré-Escolar. Este documento visa apresentar uma reflexão fundamentada sobre a experiência em contexto de jardim-de-infância que teve a duração de, aproximadamente, 11 semanas numa instituição de ensino privado, numa sala com dezasseis crianças de 4 anos que pratica a educação inclusiva. Durante a PPS II observei vários momentos que potenciam o desenvolvimento de valores nas crianças, principalmente na relação com os pares. Com estas informações, o meu interesse incidiu nas interações entre os vários elementos de sala e no contributo que cada um fornece ao outro e ao grupo. Assim, o presente relatório intitula-se de “O impacto da presença de crianças com necessidades educativas especiais numa sala de jardim-de-infância: potencialidades e desafios” e os objetivos, consoante as observações iniciais, eram (i)
compreender as interações sociais do grupo; (ii) valorizar a importância da diferenciação pedagógica; (iii) conhecer estratégias de ação educativa num grupo inclusivo. Neste sentido, optei por uma metodologia de estudo de caso com abordagem qualitativa. Em relação à recolha de dados, foi realizada de duas formas: observação participante e não participante (com registo de notas de campo), e entrevista semiestruturada e aberta a profissionais da área. A investigação permitiu conhecer e compreender um vasto leque de estratégias
utilizadas em sala para a inclusão de todas as crianças do grupo, respeitando as características de cada uma. Valores como a autonomia, a confiança e o respeito, são potenciados através de cada ação do educador.
The present report comes from Supervised Professional Practice II (SPP II), included in the Master of Pre-School Education. This document aims to present a grounded reflection on the experience in a kindergarten context that lasted, approximately, 11 weeks in a private educational institution, in a room with sixteen 4- year-old children who practice inclusive education. During the SPP II, I observed several moments that enhance the development of values in children, mainly in the relationship with peers. With this information, my interest focused on the interactions between the various elements in the room and the contribution that each one provides to the other and to the group. Therefore, the present report is entitled “The impact of the presence of children with special educational needs in a kindergarten classroom: potentialities and challenges” and the objectives, according to the initial observations, were (i) to understand the social interactions of the group; (ii) value the importance of pedagogical differentiation; (iii) knowing educational action strategies in an inclusive group. In this sense, I opted for a case study methodology with a qualitative approach. Regarding data collection, it was carried out in two ways: participant and non-participant observation (with field notes) and semi-structured and open interview with professionals in the area. The investigation made it possible to know and understand a wide range of strategies used in the classroom for the inclusion of all the children in the group, respecting the characteristics of each one. Values such as autonomy, trust and respect are enhanced through every action of the educator.
The present report comes from Supervised Professional Practice II (SPP II), included in the Master of Pre-School Education. This document aims to present a grounded reflection on the experience in a kindergarten context that lasted, approximately, 11 weeks in a private educational institution, in a room with sixteen 4- year-old children who practice inclusive education. During the SPP II, I observed several moments that enhance the development of values in children, mainly in the relationship with peers. With this information, my interest focused on the interactions between the various elements in the room and the contribution that each one provides to the other and to the group. Therefore, the present report is entitled “The impact of the presence of children with special educational needs in a kindergarten classroom: potentialities and challenges” and the objectives, according to the initial observations, were (i) to understand the social interactions of the group; (ii) value the importance of pedagogical differentiation; (iii) knowing educational action strategies in an inclusive group. In this sense, I opted for a case study methodology with a qualitative approach. Regarding data collection, it was carried out in two ways: participant and non-participant observation (with field notes) and semi-structured and open interview with professionals in the area. The investigation made it possible to know and understand a wide range of strategies used in the classroom for the inclusion of all the children in the group, respecting the characteristics of each one. Values such as autonomy, trust and respect are enhanced through every action of the educator.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Pré-Escolar
Keywords
Educação de infância Necessidades educativas especiais Educação inclusiva Impacto Early childhood education Special educational needs Inclusive education Impact
Citation
Santos, J. P. (2023). O impacto da presença de crianças com necessidades educativas especiais num grupo de jardim-de infância: potencialidades e desafios (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16573
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa