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Publication
Importância de desenvolver a autonomia em Educação Pré-Escola : contributo do educador e das suas rotinas no contexto educativo
Advisor(s)
Abstract(s)
O presente estudo foi realizado no âmbito da unidade curricular “Prática Pedagógica de Ensino Supervisionada” (PES) do Mestrado em Educação Pré-Escolar da Escola Superior de Educadores de Infância Maria Ulrich e do Instituto Universitário Ciências Psicológicas, Sociais e da Vida.
Progressivamente, este relatório foi sendo construído de acordo com as vivências no percurso de estágio, num Jardim de Infância, com um grupo heterogéneo de crianças, com idades compreendidas entre os quatro e os seis anos, numa instituição pública.
Decorrente desta imersão no contexto, o tema principal desta investigação trata da “Importância de desenvolver a autonomia em Educação Pré-escolar - contributo do Educador e das suas rotinas no contexto educativo”. Este é um tema que considero relevante e pertinente aprofundar e refletir como uma prática pedagógica a seguir, essencial na promoção de uma Educação Pré-escolar de qualidade.
O objetivo deste relatório é, assim, entender qual a importância de desenvolver a autonomia num grupo de crianças em idade Pré-escolar, como se desenvolve no contexto onde a prática ocorreu e quais os principais contributos no seu bem-estar, desenvolvimento e aprendizagens.
Para esta investigação, optei por utilizar uma metodologia qualitativa. Para atingir os objetivos delineados, utilizei como técnicas de recolha de dados a observação participante, recorrendo a instrumentos como notas de campo, e realizei entrevistas individuais semiestruturadas à Educadora da sala e às crianças.
Foi possível concluir, através do estudo realizado, que a autonomia é uma aprendizagem que se constrói numa parceria entre crianças e adultos, onde há espaço para partilharem as suas ideias, opiniões e respeitando a visão uns aos outros. Neste sentido, o papel que a Educadora desempenha no contexto Educativo e a forma como, intencionalmente, organiza as rotinas, vai contribuir para formar crianças responsáveis, capazes de pensar, escolher, decidir mais autonomamente na sociedade que lhes pertence.
The present study was carried out within the curricular unit of “Pedagogical Practice of Supervised Teaching” (PES) of the Master in Pre-School Education at the Maria Ulrich College of Early Childhood Educators and the University Institute for Psychological, Social and Life Sciences. Progressively, this report was built according to the experiences in the internship course, in a kindergarten, with a heterogeneous group of children, aged between four and six years, in a public institution. As a result of this immersion in the context, the main theme of this investigation deals with the “Importance of developing autonomy in Pre-school Education - contribution of the Educator and his/her routines in the educational context”. This is a theme that I consider relevant and pertinent to deepen and reflect as a pedagogical practice to follow, essential in the promotion of quality in Pre-school Education. The main goal of this report is, therefore, to understand the importance of developing autonomy in a group pre-school aged children, how it develops in the context where the practice occurred and what are the main contributions to their well-being, development and learning. For this investigation, I choose to use a qualitative methodology. To achieve the objectives outlined, I used participant observation as data collection techniques, using instruments such as field notes, and I conducted semi-structured individual interviews with the Educator and the children. It was possible to conclude, through the study accomplished, that autonomy is a learning path that is built on a partnership between children and adults, giving space to share ideas, opinions and respecting each other's vision. In this sense, the role that the Educator plays in the educational context and the way in which she intentionally organizes routines contributes to forming responsible children, capable of thinking, choosing, deciding more independently in a society that belongs to them.
The present study was carried out within the curricular unit of “Pedagogical Practice of Supervised Teaching” (PES) of the Master in Pre-School Education at the Maria Ulrich College of Early Childhood Educators and the University Institute for Psychological, Social and Life Sciences. Progressively, this report was built according to the experiences in the internship course, in a kindergarten, with a heterogeneous group of children, aged between four and six years, in a public institution. As a result of this immersion in the context, the main theme of this investigation deals with the “Importance of developing autonomy in Pre-school Education - contribution of the Educator and his/her routines in the educational context”. This is a theme that I consider relevant and pertinent to deepen and reflect as a pedagogical practice to follow, essential in the promotion of quality in Pre-school Education. The main goal of this report is, therefore, to understand the importance of developing autonomy in a group pre-school aged children, how it develops in the context where the practice occurred and what are the main contributions to their well-being, development and learning. For this investigation, I choose to use a qualitative methodology. To achieve the objectives outlined, I used participant observation as data collection techniques, using instruments such as field notes, and I conducted semi-structured individual interviews with the Educator and the children. It was possible to conclude, through the study accomplished, that autonomy is a learning path that is built on a partnership between children and adults, giving space to share ideas, opinions and respecting each other's vision. In this sense, the role that the Educator plays in the educational context and the way in which she intentionally organizes routines contributes to forming responsible children, capable of thinking, choosing, deciding more independently in a society that belongs to them.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário / ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Educação pré-escolar Contexto Educativo Autonomia Papel do educador de infância Pre-school education Educational context Autonomy