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Abstract(s)
O presente relatório decorre da Prática Profissional Supervisionada II (PPS II) do 2.º ano do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa. A PPS II ocorreu num Jardim de Infância privado no concelho de Sintra, numa sala de Jardim de Infância com um grupo de 20 crianças com idades compreendidas entre os 3 e os 4 anos. O documento pretende ilustrar todo o processo de reflexão, intervenção e investigação realizados, mobilizando e articulando conhecimentos que contribuíram para o meu desenvolvimento profissional. O grupo de crianças com o qual intervim contemplava duas crianças com algumas Necessidades Educativas Especiais (NEE) que, frequentemente, se isolavam das restantes crianças. Face ao exposto, tomei a decisão de realizar uma investigação em torno da seguinte problemática: o papel da equipa educativa na inclusão de todas as crianças. No que se refere à metodologia adotada, realizei um estudo de natureza exploratória, com recurso às seguintes técnicas de recolha de dados: i) observação direta e participante (com a elaboração de notas de campo, reflexões semanais e registos fotográficos) e ii) uma entrevista à educadora cooperante (com a elaboração de um guião semiestruturado).
Os resultados obtidos parecem apontar para as seguintes conclusões: i) verifica-se alguma rejeição de algumas crianças pelos seus pares, no que diz respeito às brincadeiras e ii) existe ainda a necessidade de sensibilizar e consciencializar os/as profissionais de educação para a inclusão de todas as crianças, para que estas tenham as mesmas oportunidades, sendo fulcral o papel da equipa educativa neste processo.
This report stems from the Supervised Professional Practice II (PPS II) of the 2nd year of the Master in Pre-School Education at the Escola Superior de Educação de Lisboa. PPS II took place in a private kindergarten in the municipality of Sintra, in a kindergarten room with a group of 20 children aged between 3 and 4 years old. The document intends to illustrate the entire process of reflection, intervention and investigation carried out, mobilizing and articulating knowledge that contributed to my professional development. The group of children with whom I intervened, included two children with Special Educational Needs (NEE) who often isolated themselves from the other children. In view of the above, I decided to carry out an investigation around the following problem: the role of the educational team in the inclusion of all children. Regarding the methodology adopted, I conducted a explorative study, using the following data collection techniques: i) direct and participant observation (with the elaboration of field notes, weekly reflections, and photographic records), and ii) an interview with the cooperating educator (with the elaboration of a semi-structured script). The results obtained seem to point to the following conclusions: i) there is some rejection of some children by their peers, regarding to playing and ii) there is still a need to sensitize and raise awareness among education professionals for the inclusion of all children, so that they have the same opportunities, and the role of the educational team is essential in this process.
This report stems from the Supervised Professional Practice II (PPS II) of the 2nd year of the Master in Pre-School Education at the Escola Superior de Educação de Lisboa. PPS II took place in a private kindergarten in the municipality of Sintra, in a kindergarten room with a group of 20 children aged between 3 and 4 years old. The document intends to illustrate the entire process of reflection, intervention and investigation carried out, mobilizing and articulating knowledge that contributed to my professional development. The group of children with whom I intervened, included two children with Special Educational Needs (NEE) who often isolated themselves from the other children. In view of the above, I decided to carry out an investigation around the following problem: the role of the educational team in the inclusion of all children. Regarding the methodology adopted, I conducted a explorative study, using the following data collection techniques: i) direct and participant observation (with the elaboration of field notes, weekly reflections, and photographic records), and ii) an interview with the cooperating educator (with the elaboration of a semi-structured script). The results obtained seem to point to the following conclusions: i) there is some rejection of some children by their peers, regarding to playing and ii) there is still a need to sensitize and raise awareness among education professionals for the inclusion of all children, so that they have the same opportunities, and the role of the educational team is essential in this process.
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
Crianças Necessidades educativas especiais Inclusão Papel da equipa educativa. Children Special educational needs Inclusion Role of the educational team
Citation
Jesus, A. C. B. (2023). O papel da equipa educativa na inclusão de todas as crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16799