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Publication
As especificidades do papel do educador de infância em jardim de infância na perspetiva da pedagogia-em-participação
Advisor(s)
Abstract(s)
O presente trabalho emerge de uma pesquisa no âmbito do Mestrado em Educação Pré-Escolar do Instituto Universitário Ciências Psicológicas, Sociais e da Vida e da Escola Superior de Educadores de Infância Maria Ulrich (ISPA/ESEIMU).
Trata-se de um estudo de caso qualitativo, em que se procura refletir sobre o papel do educador de infância à luz da perspetiva pedagógica da Associação Criança, a Pedagogia-em-Participação. Neste estudo, revisitaram-se alguns documentos de referência no contexto educativo português que visam as funções do educador de infância, assim como, orientam para uma conduta ética e para o desenvolvimento do currículo, integrando princípios e fundamentos pedagógicos numa matriz que possibilita o desenvolvimento sustentado de um modelo pedagógico. A partir desta revisão bibliográfica, o estudo incidiu sobre a prática dos educadores de infância no contexto de estágio e, mais em concreto, sobre a prática da educadora cooperante, que se observou e acompanhou durante estágio. Este estudo contou, ainda, com a colaboração de onze educadoras de infância que desenvolvem a sua prática profissional emersas no modelo da Pedagogia-em-participação. Neste âmbito, procurou-se identificar e refletir sobre pontos de convergência, complementaridade ou afastamento, entre a teoria e a prática no papel e ação do educador de infância, num contexto de intervenção que tem com referencial a Pedagogia-em-Participação.
A análise dos resultados aponta para uma forte relação entre a prática pedagógica e a teorização que a sustenta, identificando contributos e desafios do referencial na prática pedagógica dos educadores de infância participantes. Conclui-se que os educadores têm a missão de significar os modelos pedagógicos atendendo ao seu papel de mediadores do ambiente educativo com a intencionalidade de assegurar o bem-estar, desenvolvimento e aprendizagens das crianças. Acrescenta-se ainda que a profissionalidade dos educadores é potencializada quando desenvolvida em colaboração com outros profissionais, em equipa, atendendo a uma atitude reflexiva da prática pedagógica.
The present work emerges from a research within the scope of the Masters in Pre-School Education of the University Institute of Psychological, Social and Life Sciences and Institute of Childhood Educators Maria Ulrich (ISPA/ESEIMU). This is a qualitative case study, which seeks to reflect on the role of the childhood educator in the light of the pedagogical perspective of the Child Association, Pedagogy-in-Participation. In this study, we have reviewed some reference documents in the Portuguese educational context that aim at the functions of the educator of childhood, as well as, guide to an ethical conduct and to the development of the curriculum, integrating principles and pedagogical foundations in a matrix that enables sustainable development of a pedagogical model. Based on this bibliographical review, the study focused on the practice of early childhood educators in the context of the internship and, more specifically, on the practice of the cooperating educator, which was observed and followed during the internship. This study also counted with the collaboration of eleven educators who develop their professional practice emerged in the model of Pedagogy-in-participation. In this context, we sought to identify and reflect on points of convergence, complementarity or distance between theory and practice in the role and action of the childhood educator, in a context of intervention that has as reference Pedagogy-in-Participation. The analysis of the results points to a strong relation between the pedagogical practice and the theorization that supports it, identifying contributions and challenges of the referential in the pedagogical practice of the participating educators. It is concluded that educators have the mission of signifying pedagogical models in view of their role as mediators of the educational environment with the intention of ensuring children's well-being, development and learning. It is also added that the professionalism of educators is enhanced when developed in collaboration with other professionals, as a team, considering a reflexive attitude of pedagogical practice.
The present work emerges from a research within the scope of the Masters in Pre-School Education of the University Institute of Psychological, Social and Life Sciences and Institute of Childhood Educators Maria Ulrich (ISPA/ESEIMU). This is a qualitative case study, which seeks to reflect on the role of the childhood educator in the light of the pedagogical perspective of the Child Association, Pedagogy-in-Participation. In this study, we have reviewed some reference documents in the Portuguese educational context that aim at the functions of the educator of childhood, as well as, guide to an ethical conduct and to the development of the curriculum, integrating principles and pedagogical foundations in a matrix that enables sustainable development of a pedagogical model. Based on this bibliographical review, the study focused on the practice of early childhood educators in the context of the internship and, more specifically, on the practice of the cooperating educator, which was observed and followed during the internship. This study also counted with the collaboration of eleven educators who develop their professional practice emerged in the model of Pedagogy-in-participation. In this context, we sought to identify and reflect on points of convergence, complementarity or distance between theory and practice in the role and action of the childhood educator, in a context of intervention that has as reference Pedagogy-in-Participation. The analysis of the results points to a strong relation between the pedagogical practice and the theorization that supports it, identifying contributions and challenges of the referential in the pedagogical practice of the participating educators. It is concluded that educators have the mission of signifying pedagogical models in view of their role as mediators of the educational environment with the intention of ensuring children's well-being, development and learning. It is also added that the professionalism of educators is enhanced when developed in collaboration with other professionals, as a team, considering a reflexive attitude of pedagogical practice.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré-Escolar
Keywords
Educador de infância Profissionalidade Contexto da educação de Infância português Pedagogia-em-Participação Childhood educator Professionalism Portuguese educational context Pedagogy-in-Participation