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Advisor(s)
Abstract(s)
No atual panorama socioeducativo identifica-se uma controvérsia na
Educação de Infância em que a escalada da sua ‘escolificação’ vem sendo confrontada
com a sua desconstrução e a defesa de uma pedagogia da infância na qual o brincar,
como direito das crianças e expressão cultural infantil, é assumido como (com)texto
informal de aprendizagens holísticas, essenciais à sua formação pessoal, social e cultural.
Entrecruzando contributos dos Estudos da Infância e das Ciências da Educação,
analisam-se políticas para a Educação de Infância (1997-2017) e relatórios da Prática de
Ensino Supervisionada dos mestrados profissionalizantes para a docência com crianças
até 6 anos, em instituições de ensino superior públicas e privadas de Portugal (2014-
2017), visando, no primeiro caso, i) identificar a presença do brincar nas Orientações
Curriculares para a Educação Pré-escolar (1997, 2016), e suas conceções; no segundo
caso, i) mapear os relatórios dedicados ao brincar em contextos de creche e jardim de
infância; ii) analisar e problematizar as conceções do brincar que são privilegiadas e, por
consequência, as de criança, educação e educador/a, nas lógicas e sentidos atribuídos
pelas estudantes por relação com a sua prática pedagógica. Advogando a educação de
infância como promotora da cidadania das crianças, reivindica-se o brincar como direito
de participação delas e como base empírica imprescindível para fundamentar práticas
pedagógicas contra-hegemónicas mais equitativas e justas.
Abstract: Early Childhood Education shows a controversy between schooling on one side, and its deconstruction and pedagogy in early childhood education on the other side. To play is a children’s right and an expression of culture of childhood, and it is assumed as an informal learning holistically of central importance to their personal, social and cultural foundation. Combining Childhood Studies research (1997-2017) and Reports of Supervised Teaching Practices at professional Master graduate program’s at public and Private Higher Education Institutions in Portugal (2014-2017) – which aim to prepare educators who are going to work with children until the age of 6, we intend (i) to identify playing in the Pre-School Curriculum Guidelines (1997, 2016), and its conceptions; (ii) to analyse the Reports that deal with playing at day-care centres and kindergartens; (iii) to analyse children’s possibilities of playing, and thus having access to education. Children’s education must be seen, as a citizenship right, therefore playing is a right of children. Playing constitutes the empirical and necessary basis in order to create egalitarian counter-hegemonic pedagogical practices.
Abstract: Early Childhood Education shows a controversy between schooling on one side, and its deconstruction and pedagogy in early childhood education on the other side. To play is a children’s right and an expression of culture of childhood, and it is assumed as an informal learning holistically of central importance to their personal, social and cultural foundation. Combining Childhood Studies research (1997-2017) and Reports of Supervised Teaching Practices at professional Master graduate program’s at public and Private Higher Education Institutions in Portugal (2014-2017) – which aim to prepare educators who are going to work with children until the age of 6, we intend (i) to identify playing in the Pre-School Curriculum Guidelines (1997, 2016), and its conceptions; (ii) to analyse the Reports that deal with playing at day-care centres and kindergartens; (iii) to analyse children’s possibilities of playing, and thus having access to education. Children’s education must be seen, as a citizenship right, therefore playing is a right of children. Playing constitutes the empirical and necessary basis in order to create egalitarian counter-hegemonic pedagogical practices.
Description
Keywords
Brincar Educação de infância Lógicas Sentidos Estudantes Políticas educativas Relatório Play Childhood education Logics Meanings Students Education policies Report
Citation
Tomás, C., & Ferreira, M. (2019). O brincar nas políticas educativas e na formação de profissionais para a educação de infância – Portugal (1997-2017). EccoS – Revista Científica, 0(50), e14109. doi:https://doi.org/10.5585/eccos.n50.14109