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Advisor(s)
Abstract(s)
O presente relatório da Prática Profissional Supervisionada II (PPSII) pretende dar a conhecer ao leitor a análise da “voz” das crianças sobre os seus próprios direitos.
Partindo do reconhecimento da criança enquanto sujeito de direitos, com uma voz ativa (Tomás, 2007b), ultrapassando a ideia de que a criança tem somente necessidades, surge, em 1989, a Convenção dos Direitos da Criança (CDC). Este documento iniciou a desconstrução do “paradigma protecionista” (Soares & Tomás, 2004) da infância, abrindo caminho à participação infantil e ao seu envolvimento em tomadas de decisão no que à sua vida diz respeito. Contudo, a tarefa de atribuir direitos à criança, tem tido, segundo Fernandes (2005), um longo e tortuoso caminho, quer devido à consciencialização da sociedade para essa necessidade quer devido às dificuldades que se colocam à interpretação e aplicação dos referidos direitos.
Tendo como ponto de partida a(s) fragilidade(s) apresentadas anteriormente, bem como o projeto desenvolvido ao longo de dois meses no decorrer da PPSII – “O que precisamos para viver? – Os direitos da criança”, surgiu a necessidade de auscultar a “voz” das crianças relativamente à referida temática. Desta forma, o presente documento relata, a partir de diferentes atividades de investigação realizadas com as crianças no contexto educativo, um conjunto de reflexões e, posteriores, conclusões acerca da(s) sua(s) perceção(ões) sobre os seus próprios direitos.
A partir de um corpus teórico que coloca em diálogo a Pedagogia e a Sociologia da Infância, parti para a realização de uma investigação-ação (IA) em jardim de infância (JI), no âmbito da PPSII. Metodologicamente, optei por uma abordagem qualitativa, utilizando como técnicas de recolha de informação, a observação participante e não participante e a consulta documental; e como instrumentos, os registos diários (reflexões e notas de campo), fotografias, vídeos e produções das crianças.
A partir dos dados recolhidos e organizados pude testemunhar a importância de considerar a criança um elemento ativo e participativo no seu contexto de vida, vivenciando, diariamente, os seus direitos.
ABSTRACT This report on Supervised Professional Practice II (SPPII) aims to inform the reader of the analysis of children's "voice" about their own rights. Based on the recognition of the child as a subject of rights, with an active voice (Tomás, 2007b), going beyond the idea that the child has only needs, the Convention on the Rights of the Child (CRC) emerges in 1989. This document began the deconstruction of the "protectionist paradigm" (Soares & Tomás, 2004) of childhood, opening the way for children's participation and their involvement in decision-making in what concerns their lives. However, according to Fernandes (2005), the task of assigning rights to children has had a long and tortuous path, either due to society's awareness of this need or due to the difficulties involved in the interpretation and application of these rights. Taking as its starting point the fragility (s) presented previously, as well as the project developed over two months during the SPPII - "What do we need to live? - The rights of the child ", there was a need to listen to the" voice "of children regarding this theme. In such manner, this document reports, from different research activities carried out with the children in the educational context, a set of reflections and, later, conclusions about their perception(s) about their own rights. From a theoretical corpus that puts in dialogue the Pedagogy and the Sociology of Childhood, I started to carry out an action research (AI) in kindergarten (KND), within the framework of the SPPII. Methodologically, I opted for a qualitative approach, using as information collection techniques participant and non-participant observation, documentary consultation and as instruments the daily records (reflections and field notes), photographs, videos and children's productions. From the data collected and organized I could witness the importance of considering the child as an active and participatory element in their life context, experiencing their rights daily.
ABSTRACT This report on Supervised Professional Practice II (SPPII) aims to inform the reader of the analysis of children's "voice" about their own rights. Based on the recognition of the child as a subject of rights, with an active voice (Tomás, 2007b), going beyond the idea that the child has only needs, the Convention on the Rights of the Child (CRC) emerges in 1989. This document began the deconstruction of the "protectionist paradigm" (Soares & Tomás, 2004) of childhood, opening the way for children's participation and their involvement in decision-making in what concerns their lives. However, according to Fernandes (2005), the task of assigning rights to children has had a long and tortuous path, either due to society's awareness of this need or due to the difficulties involved in the interpretation and application of these rights. Taking as its starting point the fragility (s) presented previously, as well as the project developed over two months during the SPPII - "What do we need to live? - The rights of the child ", there was a need to listen to the" voice "of children regarding this theme. In such manner, this document reports, from different research activities carried out with the children in the educational context, a set of reflections and, later, conclusions about their perception(s) about their own rights. From a theoretical corpus that puts in dialogue the Pedagogy and the Sociology of Childhood, I started to carry out an action research (AI) in kindergarten (KND), within the framework of the SPPII. Methodologically, I opted for a qualitative approach, using as information collection techniques participant and non-participant observation, documentary consultation and as instruments the daily records (reflections and field notes), photographs, videos and children's productions. From the data collected and organized I could witness the importance of considering the child as an active and participatory element in their life context, experiencing their rights daily.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Direitos da criança Cidadania Jardim de infância Prática profissional supervisionada Children Children's rights Citizenship Kindergarten Supervised professional practice
Citation
Correia, C. C. B. (2018). Todos temos direito a saber que temos direitos: a prática profissional supervisionada assente no reconhecimento dos direitos da criança (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9461