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Abstract(s)
O presente trabalho enquadra-se no contexto da Prática Profissional Supervisionada da aluna, que se realizou num Jardim-de-Infância público, ao longo de quinze semanas, com um grupo de crianças entre os quatro e os seis anos. Através deste relatório pretende-se apresentar uma reflexão sobre a prática realizada, destacando a caracterização do contexto em que foi realizado e evidenciar as intenções priorizadas pela aluna-estagiária através do contacto com o contexto onde estava inserida. Este relatório é também pautado pela problemática evidente ao longo da ação educativa, que se prende com a participação das crianças no que respeita às escolhas que fazem na sala de atividades, tentando compreender qual a perspetiva das crianças da sua participação e a importância que lhe dão. Paralelamente, ao longo de toda a prática, criaram-se estratégias para incentivar a participação efetiva das crianças e fomentaram-se relações horizontais entre adultos e crianças, pretendendo-se promover a visão da criança como agente ativa no processo do seu próprio desenvolvimento e aprendizagem, como cidadã competente e com direitos. A metodologia utilizada para a realização desta investigação foi de natureza qualitativa e as suas técnicas foram observações participantes, fotografias e a realização de entrevistas.
Este relatório é também pautado pela construção da identidade profissional da aluna-estagiária, referindo as influências do percurso para a compreensão dos pressupostos que norteiam a sua ação pedagógica.
ABSTRACT This research is contextualized by the student's Supervised Professional Practice, in a public kindergarten, during fifteen weeks, with a group of children between four and six years old. It is intended, with this report, to present a reflection or considerations about what was practiced, by describing the characteristics of the context and evidencing the intentions prioritized through the contact with this context. This report is concerned with the problematic that was evident during the educational activity, which is about the choices given to children when participating in classroom activities, while also looking to understand what is their perspective on their participation and what importance is given to it. At the same time, during the practice, strategies were defined to give motivation for increasing children participation, while promoting horizontal relationships between adult and children, in order to foster a children's view of herself as an active agent on her own development and learning, as a competent and rightful citizen. The methodology which was used in this investigation was of qualitative nature and it's instruments were participant observations, photography and interviews. This report is also concerned with the construction of the professional identity of the intern-student, by referencing influences of the path to the comprehension of the assumptions which direct her pedagogic action.
ABSTRACT This research is contextualized by the student's Supervised Professional Practice, in a public kindergarten, during fifteen weeks, with a group of children between four and six years old. It is intended, with this report, to present a reflection or considerations about what was practiced, by describing the characteristics of the context and evidencing the intentions prioritized through the contact with this context. This report is concerned with the problematic that was evident during the educational activity, which is about the choices given to children when participating in classroom activities, while also looking to understand what is their perspective on their participation and what importance is given to it. At the same time, during the practice, strategies were defined to give motivation for increasing children participation, while promoting horizontal relationships between adult and children, in order to foster a children's view of herself as an active agent on her own development and learning, as a competent and rightful citizen. The methodology which was used in this investigation was of qualitative nature and it's instruments were participant observations, photography and interviews. This report is also concerned with the construction of the professional identity of the intern-student, by referencing influences of the path to the comprehension of the assumptions which direct her pedagogic action.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática Profissional Supervisionada Educação de Infância Jardim-de-Infância Participação. Supervised professional practice Early childhood education Kindergarten Participation