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Authors
Advisor(s)
Abstract(s)
O presente relatório apresenta uma análise crítica e reflexiva do processo
desenvolvido num contexto de Jardim de Infância, no âmbito da Prática Profissional
Supervisionada, módulo II, com crianças de quatro anos, durante um período de
observação e de intervenção de, aproximadamente, quatro meses. Nele apresenta-se
também a investigação realizada durante o processo. No decorrer da observação
tornou-se notório o facto de estar em presença de um contexto valorizador de uma
cultura de participação ativa da criança, em que a mesma é chamada a participar em
todas as decisões que lhe dizem respeito (planeamento, avaliação do plano do dia,
decisão de projetos e de atividades que destes fazem parte ou não, decisão de tarefas
semanais, escolha das áreas de brincadeira e alteração do espaço da sala). Deste
modo, a investigação, de carácter qualitativo, mais concretamente um estudo de caso,
foi desenvolvida tendo em conta os seguintes objetivos: (i) compreender a visão de
participação da equipa educativa da sala e do grupo de crianças pertencentes ao
contexto socioeducativo (sala de Educação Pré-Escolar) em análise, (ii) compreender
as potencialidades de um contexto socioeducativo assente na participação da criança
para o grupo e para cada criança, (iii) identificar formas de participação das crianças em
contexto de sala de Educação Pré-Escolar e, ainda, (iv) identificar estratégias de
promoção de participação da criança.
Neste estudo participaram a equipa educativa da sala e as crianças do grupo,
tendo recorrido a diversas técnicas e instrumentos de investigação: observação direta
participante, realizada através do registo de notas de campo, observação direta
naturalista, realizada através do registo de momentos que aconteciam com a
participação da criança, observação direta sistemática (estruturada), através do recurso
a grelhas de observação previamente construídas para o efeito, observação indireta,
através da realização de inquérito por entrevista à educadora de infância cooperante,
de inquérito por questionário à ajudante de ação educativa cooperante e de um focus
group com o grupo de crianças. Após os dados recolhidos, recorri à análise de conteúdo
e à análise estatística descritiva através da distribuição de frequências, com o intuito de
compreender a temática estudada e dar resposta às interrogações e aos objetivos
iniciais.
Os dados reunidos revelaram que a participação das crianças é sobretudo
percecionada, tanto pela equipa educativa da sala, como pelo grupo de crianças, como
uma tomada de decisão conjunta entre crianças e adultos, isto é, todos os intervenientes
da sala de Educação Pré-Escolar são tidos em consideração nas decisões que dizem
respeito ao grupo e à sala. Para mais, foi possível perceber que, em contexto de sala,
as crianças participam em vários momentos da rotina, como por exemplo no
planeamento semanal e diário, bem como na gestão dos vários desafios e projetos que
desenvolvem, decidindo o que, como e quando fazer. Procurou-se identificar possíveis
contributos de um contexto assente na participação da criança, tendo os dados revelado
que, através desta prática, as crianças desenvolvem competências de comunicação e
de como estar em grupo (respeito, colaboração e interação entre pares). As crianças,
ao participarem, sentem-se valorizadas e desenvolvem o seu sentido crítico. Estas
competências podem ser desenvolvidas através do diálogo, da observação, da
metodologia de trabalho de projeto, dos instrumentos de pilotagem e do envolvimento
das crianças nas rotinas da sala e do grupo.
ABSTRACT This report presents a critical and reflective analysis of the process developed in the context of a kindergarten, within the scope of Supervised Professional Practice, module II, with four-year-old children, during an observation and intervention period of approximately four months. It also presents the investigation carried out during the process. Throughout the observation, it became clear that the presence of a context that values a culture of active participation of the child, in which the child is called to participate in all decisions that concern him (planning, evaluation of the child's plan) day, decision of projects and activities that were part of it or not, decision of weekly tasks, choice of play areas and alteration of the space of the room). In this way, the qualitative investigation, more specifically a case study, was developed taking into account the following objectives: (i) understanding the vision of participation of the educational team of the room and the group of children belonging to the socio-educational context (room of Pre-School Education) under analysis, (ii) understand the potential of a socioeducational context based on the child's participation for the group and for each child, (iii) identify ways of children's participation in the context of Pre-School Education and, furthermore, (iv) to identify strategies to promote child participation. The educational team of the classroom and the children of the group participated in this study, having resorted to various techniques and research instruments: direct participant observation, performed through the recording of field notes, direct naturalistic observation, performed through the recording of moments that happened with the child's participation, systematic (structured) direct observation, through the use of observation grids previously constructed for the purpose, indirect observation, by conducting a survey by interviewing the cooperating kindergarten teacher, by questionnaire survey by the educational action helper cooperative and a focus group with the group of children. After the data collected, I resorted to content analysis and descriptive statistical analysis through the distribution of frequencies, in order to understand the theme studied and answer questions and initial objectives. The data gathered revealed that the participation of children is mainly perceived, both by the educational team of the classroom, and by the group of children, as a joint decision-making between children and adults, that is, all the actors in the Pre-School Education room. are taken into account in decisions concerning the group and the room. Furthermore, it was possible to see that, in the classroom, children participate in various moments of the routine, such as weekly and daily planning, as well as managing the various challenges and projects they develop, deciding what, how and when do. We sought to identify possible contributions from a context based on the participation of the child, and the data revealed that, through this practice, children develop communication skills and how to be in a group (respect, collaboration and interaction between peers). Children, when participating, feel valued and develop their critical sense. These skills can be developed through dialogue, observation, project work methodology, piloting instruments and the involvement of children in the classroom and group routines.
ABSTRACT This report presents a critical and reflective analysis of the process developed in the context of a kindergarten, within the scope of Supervised Professional Practice, module II, with four-year-old children, during an observation and intervention period of approximately four months. It also presents the investigation carried out during the process. Throughout the observation, it became clear that the presence of a context that values a culture of active participation of the child, in which the child is called to participate in all decisions that concern him (planning, evaluation of the child's plan) day, decision of projects and activities that were part of it or not, decision of weekly tasks, choice of play areas and alteration of the space of the room). In this way, the qualitative investigation, more specifically a case study, was developed taking into account the following objectives: (i) understanding the vision of participation of the educational team of the room and the group of children belonging to the socio-educational context (room of Pre-School Education) under analysis, (ii) understand the potential of a socioeducational context based on the child's participation for the group and for each child, (iii) identify ways of children's participation in the context of Pre-School Education and, furthermore, (iv) to identify strategies to promote child participation. The educational team of the classroom and the children of the group participated in this study, having resorted to various techniques and research instruments: direct participant observation, performed through the recording of field notes, direct naturalistic observation, performed through the recording of moments that happened with the child's participation, systematic (structured) direct observation, through the use of observation grids previously constructed for the purpose, indirect observation, by conducting a survey by interviewing the cooperating kindergarten teacher, by questionnaire survey by the educational action helper cooperative and a focus group with the group of children. After the data collected, I resorted to content analysis and descriptive statistical analysis through the distribution of frequencies, in order to understand the theme studied and answer questions and initial objectives. The data gathered revealed that the participation of children is mainly perceived, both by the educational team of the classroom, and by the group of children, as a joint decision-making between children and adults, that is, all the actors in the Pre-School Education room. are taken into account in decisions concerning the group and the room. Furthermore, it was possible to see that, in the classroom, children participate in various moments of the routine, such as weekly and daily planning, as well as managing the various challenges and projects they develop, deciding what, how and when do. We sought to identify possible contributions from a context based on the participation of the child, and the data revealed that, through this practice, children develop communication skills and how to be in a group (respect, collaboration and interaction between peers). Children, when participating, feel valued and develop their critical sense. These skills can be developed through dialogue, observation, project work methodology, piloting instruments and the involvement of children in the classroom and group routines.
Description
Relatório da Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Educação pré-escolar Participação Children Participation Pre-school education
Citation
Rolo, S. G. (2019). "Juntos decidimos o que queremos fazer": A Participação da criança em Educação de Infância - Conceções e práticas numa sala de Educação Pré-Escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13009
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa