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Porque é que as pessoas existem : a voz ativa da criança no movimento da escola moderna
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Advisor(s)
Abstract(s)
Este relatório tem como tema “A voz ativa da criança no contexto do Movimento da
Escola Moderna”. Como objetivos, procura compreender que impacto tem no desenvolvimento
da criança, o facto de esta ser mais participativa e ativa num ambiente de Educação pré-escolar
(EPE), qual a influência do Movimento da Escola Moderna (MEM) na promoção da voz ativa
da criança e perceber que papel tem o educador ao promover a participação e voz da criança.
Este tema e objetivos surgiram no decorrer da minha prática supervisionada, realizada
numa Instituição Privada de Solidariedade Social, onde a pedagogia utilizada é o MEM, sendo
que a sala que me recebeu, era composta por um grupo de 23 crianças com idades
compreendidas entre os 3 anos e os 5 anos, um grupo heterogéneo. Para a realização deste
estudo, contei com a participação ativa das crianças, que observei atentamente recorrendo às
notas de campo com o fim de me ajudar a compreender os objetivos traçados para a realização
deste Relatório Final sobre a Prática Supervisionada. Também, para melhor esclarecer os
objectivos delineados e os aspetos observados, realizei uma entrevista a educadora cooperante.
A Metodologia utilizada foi, assim, qualitativa, permitindo-me refletir, de modo
fundamentado, que a pedagogia aplicada pela instituição, bem como o trabalho realizado pela
educadora, contribui para que as crianças sejam seres ativos no seu quotidiano em EPE, num
contexto democrático em que desenvolvem um bom sentido interventivo e crítico face a si
mesmas, aos outros e ao mundo que as rodeia.
Permitiu-me ainda reconstruir a minha visão sobre a educação pré-escolar e de como
profissionais podemos tornar melhor o dia a dia de uma criança, ouvindo-a, proporcionandolhe
espaços e momentos para que esta seja autónoma e construindo a fundação para ser uma
boa cidadã.
This report has as its theme “The active voice of the child in the context of the Modern School Movement”. As goals, it seeks to understand what impact it has in the child’s development the fact that she is more participant and active in an environment of Pre-School Education, which is the influence of the Modern School Movement (MSM) in promoting the child’s active voice and to understand which role the educator has in promoting the participation and the child’s voice. This subject and goals emerged during my supervised practice, held in a Private Social Solidarity Institution, in which the pedagogy used is MSM, being that the room which received me was composed by a group of 23 children with ages between 3 year old and 5 yours old, a heterogeneous group. To accomplish this study I counted on the active participation of the children, whom I watched closely resorting to the field notes with the purpose of aiding me to understand the goals set for the accomplishment of this Final Report on the Supervised Practice. Additionally, to better clarify the set goals and the observed aspects, I held an interview to with the cooperative educator. The used methodology was, thereby, qualitative, allowing me to reflect, in a grounded way, that the pedagogy applied by the institution as well as the work performed by the educator contributes so that the children are active beings in their daily life, in a democratic context in which they develop a good interventional and critical sense towards themselves, the others and the world that surrounds them. It also allowed me to reconstruct my view on pre-school education and how future professionals can improve a child's day-to-day life, by listening and providing spaces and moments for children to be autonomous and become good citizens.
This report has as its theme “The active voice of the child in the context of the Modern School Movement”. As goals, it seeks to understand what impact it has in the child’s development the fact that she is more participant and active in an environment of Pre-School Education, which is the influence of the Modern School Movement (MSM) in promoting the child’s active voice and to understand which role the educator has in promoting the participation and the child’s voice. This subject and goals emerged during my supervised practice, held in a Private Social Solidarity Institution, in which the pedagogy used is MSM, being that the room which received me was composed by a group of 23 children with ages between 3 year old and 5 yours old, a heterogeneous group. To accomplish this study I counted on the active participation of the children, whom I watched closely resorting to the field notes with the purpose of aiding me to understand the goals set for the accomplishment of this Final Report on the Supervised Practice. Additionally, to better clarify the set goals and the observed aspects, I held an interview to with the cooperative educator. The used methodology was, thereby, qualitative, allowing me to reflect, in a grounded way, that the pedagogy applied by the institution as well as the work performed by the educator contributes so that the children are active beings in their daily life, in a democratic context in which they develop a good interventional and critical sense towards themselves, the others and the world that surrounds them. It also allowed me to reconstruct my view on pre-school education and how future professionals can improve a child's day-to-day life, by listening and providing spaces and moments for children to be autonomous and become good citizens.
Description
Relatório da Prática de Ensino Supervisionada r
apresentado no ISPA – Instituto Universitário/ESEI Maria
Ulrich para obtenção de grau de Mestre em Educação Pré-
Escolar
Keywords
Crianças Voz ativa Educação pré-escolar Movimento da Escola Moderna Children Active voice Pre-School Education Modern School Movement