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Authors
Advisor(s)
Abstract(s)
O presente relatório surge como produto final da unidade curricular Prática Profissional Supervisionada II, do mestrado em Educação Pré-Escolar, tendo como objetivo espelhar a intervenção educativa realizada em contexto de jardim de infância e analisar a mesma de forma crítica e reflexiva.
Deste modo é apresentada uma caracterização do contexto no qual foi realizada a prática supervisionada e são expostas as intenções pedagógicas que orientaram a intervenção junto das crianças, das suas famílias e equipa educativa, assim como uma breve autoavaliação da prática desenvolvida. Uma vez que o presente documento conclui a minha formação académica enquanto educadora de infância, é ainda apresentada uma reflexão sobre o processo de construção da profissionalidade docente em contexto.
No decorrer da prática supervisionada, surgiram preocupações pedagógicas que originaram um estudo qualitativo, baseado na metodologia de estudo de caso, sobre as conceções genderizadas do grupo de crianças acompanhado.
Através de diferentes técnicas de recolha de dados, como registos escritos e a realização de entrevistas semiestruturadas, pretendeu-se evidenciar de que modo as crianças se apropriavam das diferentes áreas de interesse do espaço-sala, dos materiais inseridos nas mesmas, quais os tipos de brincadeira que surgiam entre as crianças e de que modo se organizavam para brincar.
Importa referir que a investigação realizada também se focou na importância do papel do/a educador/a na desocultação de estereótipos de género, tendo como objetivo a provocação de reflexões críticas, por parte das crianças, de tendências estereotipadas assumidas pelas mesmas na sua interação entre pares e apropriação de espaços e materiais.
No final do relatório são apresentadas considerações finais que reforçam princípios e crenças indissociáveis da intervenção pedagógica realizada e preocupações na prática dos/as docentes, enfatizadas no estudo apresentado.
Abstract The current report appears as the final product of the supervised Professional Practice unit II, of the master in pre-school education, aiming to mirror the intervention carried out in the context of kindergarten, plus analyse the same in a critical and reflexive way. In this way it is presented a description of the context in which the supervised practice was carried out; the pedagogical intentions that guided the intervention with the children, their families and the educational team were also exposed, as well as a brief self-evaluation of the practice developed. Since this document concludes my academic education as a kindergarten teacher, a reflection on the process of building the teaching professional profile in context is still presented. In the course of the supervised practice, pedagogical concerns arose that resulted in a qualitative study, on the concessions of gender of the group accompanied. Through different techniques of data collection, such as written records and semi structured interviews, it was intended to demonstrate how the children appropriated the different areas of interest of the space-room, the materials inserted in them, what kinds of plays came up between them and how they organized themselves to play. On the other hand, the research was also focused on the importance of the role of the kindergarten teacher in the deconstruction of gender stereotypes, aiming at the stimulation of critical reflections, by the children, of stereotypical tendencies assumed by themselves, in their interaction between peers and appropriation of spaces and materials. At the end of the report, final considerations are presented that reinforce the principles and beliefs that are inseparable from the pedagogical intervention carried out and concerns in the practice of the teachers, emphasized in the presented study.
Abstract The current report appears as the final product of the supervised Professional Practice unit II, of the master in pre-school education, aiming to mirror the intervention carried out in the context of kindergarten, plus analyse the same in a critical and reflexive way. In this way it is presented a description of the context in which the supervised practice was carried out; the pedagogical intentions that guided the intervention with the children, their families and the educational team were also exposed, as well as a brief self-evaluation of the practice developed. Since this document concludes my academic education as a kindergarten teacher, a reflection on the process of building the teaching professional profile in context is still presented. In the course of the supervised practice, pedagogical concerns arose that resulted in a qualitative study, on the concessions of gender of the group accompanied. Through different techniques of data collection, such as written records and semi structured interviews, it was intended to demonstrate how the children appropriated the different areas of interest of the space-room, the materials inserted in them, what kinds of plays came up between them and how they organized themselves to play. On the other hand, the research was also focused on the importance of the role of the kindergarten teacher in the deconstruction of gender stereotypes, aiming at the stimulation of critical reflections, by the children, of stereotypical tendencies assumed by themselves, in their interaction between peers and appropriation of spaces and materials. At the end of the report, final considerations are presented that reinforce the principles and beliefs that are inseparable from the pedagogical intervention carried out and concerns in the practice of the teachers, emphasized in the presented study.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Prática profissional supervisionada Identidades de género investigação com crianças Pre-school education Supervised professional practice Gender identities Research with children
Citation
Marta, M. R. D. (2018). Conceções genderizadas em jardim de infância: apropriação do espaço e interações num grupo dos 3 aos 6 anos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9405