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A espiritualidade em educação de infância: Como vivem as crianças a sua espiritualidade?
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Abstract(s)
Este relatório surge no âmbito da Unidade Curricular de Prática Supervisionada em Jardim de Infância, integrada no Mestrado em Educação Pré-Escolar (EPE) conducente ao grau de Mestre em EPE do ISPA-Instituto Universitário.
A Prática Supervisionada em Jardim de Infância decorreu numa instituição de cariz privado e católico, numa sala com um grupo de crianças de 3 anos.
O presente estudo sobre a espiritualidade em Educação de Infância, enraíza-se numa problemática intrínseca e motivacional que se adequa ao Projeto Educativo da instituição.
As questões de partida nasceram da minha necessidade em aprofundar conhecimentos relacionados com a espiritualidade na infância, nomeadamente na prática docente nesta dimensão humana.
O estudo teve por base uma metodologia qualitativa, recorrendo a instrumentos de pesquisa, nomeadamente à observação e a entrevistas que ajudaram a compreender melhor a expressão da espiritualidade nos contextos práticos de Educação de Infância.
Com os dados recolhidos e com as leituras efetuadas e sintetizadas no enquadramento conceptual consegui adquirir e aprofundar conhecimentos teórico-práticos relacionados com intervenção do Educador de Infância na área em questão.
Destacam-se a importância da capacidade de observação e de escuta, a sensibilidade e a promoção do tempo e do espaço a cada criança, para que se sinta segura potenciando confiança e bem-estar. O acróstico definido por Nye (2019) - S.P.I.R.I.T. - que estabelece seis critérios para o trabalho diário do/a Educador/a de Infância com as crianças visando potenciar a sua espiritualidade, foi essencial para ajudar a concretizar a intencionalidade educativa que permite atribuir sentido fundamentado à ação pedagógica.
This report is part of the Curricular Unit of Supervised Practice in Kindergarten that integrates the master’s degree in Pre-school Education (PSE) leading to the degree of Master in PSE of ISPA-Instituto Universitário. The supervised practice in kindergarten took place in a private and catholic institution with a group of 3-year-old children. This study on spirituality in Early Childhood Education is rooted in an intrinsic and motivational problem that fits the internship context. Opening questions arose from my need to deepen knowledge related to spirituality, as well as to the teaching practice within this human dimension. The study was based on a qualitative methodology, using as research tools, namely observation and interviews which helped to better understand the expression of spirituality in the practical life contexts of the professionals and the children. With the data collected and the readings carried out and summarised in the conceptual framework, I was able to deepen my knowledge on the subject under study related to the intervention of the Early Childhood Educator in the area in question. Final considerations highlight the importance of observation and listening skills, sensitivity and the promotion of time and space for each child, so that they can feel safe, boosting confidence and well-being. The acrostic defined by Nye (2019) - S.P.I.R.I.T. - which establishes six criteria for the daily work of the Early Childhood Educator with children aiming at enhancing their spirituality, was essential to help concretize the educational intentionality that allows a meaningful pedagogical action.
This report is part of the Curricular Unit of Supervised Practice in Kindergarten that integrates the master’s degree in Pre-school Education (PSE) leading to the degree of Master in PSE of ISPA-Instituto Universitário. The supervised practice in kindergarten took place in a private and catholic institution with a group of 3-year-old children. This study on spirituality in Early Childhood Education is rooted in an intrinsic and motivational problem that fits the internship context. Opening questions arose from my need to deepen knowledge related to spirituality, as well as to the teaching practice within this human dimension. The study was based on a qualitative methodology, using as research tools, namely observation and interviews which helped to better understand the expression of spirituality in the practical life contexts of the professionals and the children. With the data collected and the readings carried out and summarised in the conceptual framework, I was able to deepen my knowledge on the subject under study related to the intervention of the Early Childhood Educator in the area in question. Final considerations highlight the importance of observation and listening skills, sensitivity and the promotion of time and space for each child, so that they can feel safe, boosting confidence and well-being. The acrostic defined by Nye (2019) - S.P.I.R.I.T. - which establishes six criteria for the daily work of the Early Childhood Educator with children aiming at enhancing their spirituality, was essential to help concretize the educational intentionality that allows a meaningful pedagogical action.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar, criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n. º165, de 28 de agosto de 2017.
Keywords
Jardim de infância Espiritualidade Estratégias pedagógicas Kindergarden Spirituality Pedagogical Sstrategies