| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.31 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório tem como objetivo evidenciar o processo da Prática
Profissional Supervisionada II (PPS II), de forma reflexiva e fundamentada. O estágio
foi realizado num contexto de Jardim de Infância (JI), com um grupo de vinte e cinco
crianças entre os cinco e os seis anos. A equipa educativa constituía-se por uma
educadora e por uma auxiliar de ação educativa.
Realizei uma investigação sobre a prática, visto que a problemática se relaciona
com uma situação que observei durante a minha prática e que me levou a intervir de
forma a tentar melhorá-la. O tema é a sensibilização para as diferenças para a promoção
das interações entre pares e surgiu com o intuito de pensar no meu papel enquanto
educadora de infância para esta sensibilização. Além disso, pretendia perceber que
impacto tinha essa sensibilização nas interações entre elas.
Este estudo é de natureza qualitativa, uma vez que decorre da recolha, análise,
descrição e interpretação de dados observados e vivenciados por mim e pela equipa
educativa. Os instrumentos utilizados foram as notas de campo, a entrevista às crianças
e a entrevista à educadora de infância. Deste modo, os participantes foram as crianças
do grupo e a educadora de infância
Os objetivos delineados para este estudo são: i) Conhecer as conceções das
crianças sobre a multiculturalidade; ii) Perceber o papel das crianças na inclusão de
outras crianças no JI; iii) Compreender o papel do educador de infância na
sensibilização para as diferenças junto de um grupo de JI; iv) Compreender de que
forma a sensibilização para as diferenças contribui para o desenvolvimento de
interações entre pares.
O presente estudo, mostra que a sensibilização para as diferenças promoveu as
interações entre pares, as crianças procuravam saber mais sobre as culturas umas das
outras, e começaram a compreender-se melhor e a respeitar-se e entreajudar-se mais.
Neste sentido, as crianças começaram a interagir mais entre si e o conhecimento sobre
as outras permitiu-lhes perceber quando, como e a quem podiam ajudar ou ser
ajudadas. Assim, as crianças ficaram mais unidas e tornaram-se um grupo onde existia
mais entreajuda e cooperação.
Na minha prática, vejo a criança como um ser único, participativo e ativo no seu
processo educativo e privilegio a metodologia de trabalho de projeto, como forma de
poder desenvolver diversas capacidades, através da realização de momentos baseados
nos interesses, necessidades e ideias das crianças. Além disso, valorizo a participação
de todos, trabalhando em conjunto com a equipa educativa, promovendo a participação
das famílias e criando uma relação de confiança e cooperação com elas.
ABSTRACT This report aims to highlight the process of Supervised Professional Practice II (SPP II), reflective and reasoned manner. The internship took place in a kindergarten environment (KG), with a group of twenty-five children between five and six years old. The educational team consisted of an educator and an auxiliary for educational action, the latter of which was not present during the entire SPP. I carried out an investigation about the practice, since the problem is related to a situation that I observed during my practice and that led me to act in order to try to improve it. The theme is to raise awareness of the differences for promoting peer interactions and came up with the aim of thinking about my role as a kindergarten teacher for this awareness. In addition, I intended to understand what impact this awareness had on the interactions between them. This is a qualitative study, since it results from the collection, analysis, description and interpretation of data observed and experienced by me and the educational team. The instruments used were field notes, interviews with the children and with the kindergarten teacher. Thus, the participants were the group of children and the kindergarten teacher. The main goals outlined for this study are: i) To know the children's conceptions about multiculturalism; ii) Understand the role of children in the inclusion of other children in the KG; iii) Understand the role of the teacher in raising awareness of differences with a group of KG students; iv) Understand how the awareness of differences contributes to the development of interactions between peers. The present study shows that the awareness of differences promoted interactions between kids, children wanted to know more about each other's cultures and began to understand each other better and respect and help each other more. In this sense, the children began to interact more with each other and the knowledge about others allowed them to understand when, how and to whom they could help or be helped. Thus, the children became more united and became a group where there was more mutual help and cooperation. In my experience, I see the child as a unique, participative and active being in his educational process and I privilege the project work methodology, as a way to be able to develop different capacities, through the realization of moments based on the interests, needs and ideas of the children. In addition, I value the participation of everyone, working together with the educational team, promoting the participation of families, and creating a relationship of trust and cooperation with them.
ABSTRACT This report aims to highlight the process of Supervised Professional Practice II (SPP II), reflective and reasoned manner. The internship took place in a kindergarten environment (KG), with a group of twenty-five children between five and six years old. The educational team consisted of an educator and an auxiliary for educational action, the latter of which was not present during the entire SPP. I carried out an investigation about the practice, since the problem is related to a situation that I observed during my practice and that led me to act in order to try to improve it. The theme is to raise awareness of the differences for promoting peer interactions and came up with the aim of thinking about my role as a kindergarten teacher for this awareness. In addition, I intended to understand what impact this awareness had on the interactions between them. This is a qualitative study, since it results from the collection, analysis, description and interpretation of data observed and experienced by me and the educational team. The instruments used were field notes, interviews with the children and with the kindergarten teacher. Thus, the participants were the group of children and the kindergarten teacher. The main goals outlined for this study are: i) To know the children's conceptions about multiculturalism; ii) Understand the role of children in the inclusion of other children in the KG; iii) Understand the role of the teacher in raising awareness of differences with a group of KG students; iv) Understand how the awareness of differences contributes to the development of interactions between peers. The present study shows that the awareness of differences promoted interactions between kids, children wanted to know more about each other's cultures and began to understand each other better and respect and help each other more. In this sense, the children began to interact more with each other and the knowledge about others allowed them to understand when, how and to whom they could help or be helped. Thus, the children became more united and became a group where there was more mutual help and cooperation. In my experience, I see the child as a unique, participative and active being in his educational process and I privilege the project work methodology, as a way to be able to develop different capacities, through the realization of moments based on the interests, needs and ideas of the children. In addition, I value the participation of everyone, working together with the educational team, promoting the participation of families, and creating a relationship of trust and cooperation with them.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré Escolar
Keywords
Diversidade cultural Educação de infância Inclusão Interações sociais Diferenças pessoais Multiculturalidade Childhood education Multiculturality Personal differences Cultural diversity Social interactions Inclusion
Citation
Moura, C. F. (2019). A contribuição da sensibilização para as diferenças para a promoção das interações entre pares (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12849
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa