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Publication
A criança como sujeito e agente ativo da sua aprendizagem
Advisor(s)
Abstract(s)
O tema do presente Relatório de Prática do Ensino Supervisionada (RPES), desenvolve-se no âmbito das seguintes questões: “No contexto de estágio, as crianças são ouvidas?; As crianças influenciam as atividades propostas e realizadas?; A Educadora pode promover, intencionalmente, mecanismos e práticas participativas com as crianças?; Como estagiária finalista do MEPE, poderei desenvolver propostas potenciando a participação das crianças?”.
A instituição onde decorreu a Prática Supervisionada (estágio) é de natureza jurídica pública, situa-se na cidade de Lisboa, tendo o grupo com que estagiei 25 crianças, com idades compreendidas entre os 3 e os 6 anos de idade.
Este relatório procura compreender a importância da participação das crianças no seu âmbito educativo em Educação Pré-Escolar, potenciando práticas participativas com as crianças.
Para a sua concretização foi realizada uma investigação qualitativa, onde foram recolhidos dados através de observação participante e não-participante e de uma entrevista estruturada à educadora cooperante que teve como principal objetivo compreender as estratégias que utiliza na sala e compreender como define o nível de participação do grupo.
Relativamente às estratégias utilizadas ao longo desta intervenção, foi muito relevante evidenciar a contenção do adulto para dar voz à criança, permitindo que o grupo fosse ativo na programação de todas as atividades desenvolvidas.
Conclui-se que o nível de participação das crianças no seu âmbito educativo é bastante significativo, tornando as atividades muito mais ricas e motivadoras para o grupo, sendo a intencionalidade educativa um fator determinante na promoção efetiva desta participação.
The theme of this Supervised Teaching Practice Report (RPES), develops within the scope of the following questions: “In the context of internship, are children heard? Do children influence the proposed and performed activities? Can the Educator intentionally promote participatory mechanisms and practices with children? As a finalist trainee at MEPE, will I be able to develop proposals to enhance children's participation? ”. The institution where the Supervised Practice (internship) took place is of public nature, located in the city of Lisbon, and the group had 25 children, aged between 3 and 6 years old. This report seeks to understand the importance of children's participation in their educational scope in Pre-School Education, enhancing participatory practices with children. For its implementation, a qualitative investigation was carried out, where data were collected through participant and non-participant observation and a structured interview with the cooperating educator whose main objective was to understand the strategies she uses in the classroom and to understand how she defines the level of participation. of the group. Regarding the strategies used throughout this intervention, it was truly relevant to highlight the containment of the adult to give voice to the child, allowing the group to be active in the programming of all activities developed. It is concluded that the level of participation of children in their educational scope is quite significant, making activities much richer and more motivating for the group, with educational intentionality as a determining factor in the effective promotion of this participation. Keywords: Child
The theme of this Supervised Teaching Practice Report (RPES), develops within the scope of the following questions: “In the context of internship, are children heard? Do children influence the proposed and performed activities? Can the Educator intentionally promote participatory mechanisms and practices with children? As a finalist trainee at MEPE, will I be able to develop proposals to enhance children's participation? ”. The institution where the Supervised Practice (internship) took place is of public nature, located in the city of Lisbon, and the group had 25 children, aged between 3 and 6 years old. This report seeks to understand the importance of children's participation in their educational scope in Pre-School Education, enhancing participatory practices with children. For its implementation, a qualitative investigation was carried out, where data were collected through participant and non-participant observation and a structured interview with the cooperating educator whose main objective was to understand the strategies she uses in the classroom and to understand how she defines the level of participation. of the group. Regarding the strategies used throughout this intervention, it was truly relevant to highlight the containment of the adult to give voice to the child, allowing the group to be active in the programming of all activities developed. It is concluded that the level of participation of children in their educational scope is quite significant, making activities much richer and more motivating for the group, with educational intentionality as a determining factor in the effective promotion of this participation. Keywords: Child
Description
Keywords
Participação da criança Voz ativa Intencionalidade pedagógica Autonomia Child participation Active voice Pedagogical intention Autonomy