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Cuidar e educar na educação pré-escolar: Um processo pedagógico de diferenciação
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Authors
Advisor(s)
Abstract(s)
O presente relatório final apresenta um estudo sobre práticas de cuidar e educar na
Educação Pré-Escolar, pretendendo-se aprofundar a temática assente na prática desenvolvida
num estágio e num conjunto de referenciais teóricos.
Partindo do princípio que cuidar assenta numa teia de relações em que o respeito, a
confiança e o diálogo constituem um caminho de desenvolvimento entre adultos e crianças,
assim como numa preocupação genuína, na atenção focada nas pessoas, suas características e
necessidades (Silva et al., 2016), procurou-se com o estudo conhecer as conceções e interações
adulto/criança, bem como o papel da equipa educativa e das práticas de diferenciação
pedagógica na relação entre cuidar e educar.
No estudo de cariz qualitativo recorreu-se à observação, a entrevistas e à consulta
documental para analisar e refletir sobre o objeto de estudo.
Neste trabalho, foi aprofundada a problemática da conceção e das interações adulto/criança
na relação entre cuidar e educar, numa perspetiva prática, assente no trabalho desenvolvido em
ambiente do Jardim de Infância, reforçando-se a distinção e a complementaridade entre os
conceitos de cuidar e educar. Por outro lado, a forma, a qualidade e o empenho com que
educamos ou cuidamos dos outros, crianças ou adultos, independentemente das circunstâncias
em que o fazemos, é um fator chave para reforçar os elos destes dois conceitos.
Foi igualmente aprofundada a importância do papel da equipa educativa na prática do
cuidar e educar no Jardim de Infância, para interligar e potenciar estes dois conceitos,
assegurando as melhores condições e as estratégias adequadas às circunstâncias e às crianças,
no conjunto e individualmente, conforme evidenciado na reflexão sobre a importância da
diferenciação pedagógica na relação entre cuidar e educar.
ABSTRACT: This final report presents a study on care and education practices in Pre-School Education, intending to deepen the theme through the practice developed in an internship and a set of theoretical references. Assuming that care is based on a web of relationships in which respect, trust and dialogue constitute a path of development between adults and children, as well as genuine concern, focused attention on people, their characteristics and needs (Silva et al., 2016), the study sought to understand adult/child concepts and interactions, as well as the role of the educational team and pedagogical differentiation practices in the relationship between caring and educating. In the qualitative study, observation, interviews and document consultation were used to analyse and reflect on the object of study. In this work, the problem of conception and adult/child interactions in the relationship between caring and educating was deepened, from a practical perspective, based on work carried out in a kindergarten environment, reinforcing the distinction and complementarity between the concepts of caring and educate. On the other hand, the way, quality and commitment with which we educate or care for others, children or adults, regardless of the circumstances in which we do so, is a key factor in reinforcing the links between these two concepts. The importance of the role of the educational team in the practice of care and education in kindergarten was also deepened, in interconnecting and enhancing these two concepts, ensuring the best conditions and strategies appropriate to the circumstances and to the children, as a whole and individually, as evidenced in reflecting on the importance of pedagogical differentiation in the relationship between caring and educating.
ABSTRACT: This final report presents a study on care and education practices in Pre-School Education, intending to deepen the theme through the practice developed in an internship and a set of theoretical references. Assuming that care is based on a web of relationships in which respect, trust and dialogue constitute a path of development between adults and children, as well as genuine concern, focused attention on people, their characteristics and needs (Silva et al., 2016), the study sought to understand adult/child concepts and interactions, as well as the role of the educational team and pedagogical differentiation practices in the relationship between caring and educating. In the qualitative study, observation, interviews and document consultation were used to analyse and reflect on the object of study. In this work, the problem of conception and adult/child interactions in the relationship between caring and educating was deepened, from a practical perspective, based on work carried out in a kindergarten environment, reinforcing the distinction and complementarity between the concepts of caring and educate. On the other hand, the way, quality and commitment with which we educate or care for others, children or adults, regardless of the circumstances in which we do so, is a key factor in reinforcing the links between these two concepts. The importance of the role of the educational team in the practice of care and education in kindergarten was also deepened, in interconnecting and enhancing these two concepts, ensuring the best conditions and strategies appropriate to the circumstances and to the children, as a whole and individually, as evidenced in reflecting on the importance of pedagogical differentiation in the relationship between caring and educating.
Description
Relatório da Prática de Ensino Supervisionada realizado
sob orientação da Professora Doutora Mónica Pereira,
apresentado no Ispa – Instituto Universitário para
obtenção do grau de Mestre em Educação Pré-Escolar.
Keywords
Cuidar e Educar Diferenciação Pedagógica Educação Pré-Escolar