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Inclusão de crianças refugiadas em educação pré-escolar
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Este relatório de prática de ensino supervisionada resulta de um estágio pedagógico realizado no âmbito do Mestrado em Educação Pré-Escolar, focando-se na inclusão de crianças refugiadas no contexto pré-escolar. O objetivo principal consiste em analisar os desafios inerentes a essa inclusão e refletir sobre estratégias pedagógicas que promovam a participação plena e equitativa desses educandos.
No mesmo foi utilizado uma metodologia qualitativa, com base em observação direta realizada ao longo da prática de ensino supervisionada, e que se traduziram em notas de campo. A revisão da literatura, em conjunto com a análise do conteúdo das observações realizadas, serviu de base para descrever, fundamentar e interpretar de forma mais consistente as situações vivenciadas durante o estágio.
Concluído este processo de investigação, observação e intervenção, permitiu-se reconhecer o contributo do educador de infância na construção de contextos educativos acolhedores, inclusivos e responsivos à diversidade cultural. Evidenciou-se, igualmente, a relevância da supervisão pedagógica no fortalecimento da capacidade de reflexão crítica e na afirmação de uma identidade profissional assente em princípios de equidade, justiça social e participação ativa.
This supervised teaching practice report stems from a pedagogical internship undertaken as part of a Master’s program in Preschool Education, focusing on the inclusion of refugee children in the preschool setting. Its main objective was to analyze the challenges inherent in this inclusion and to reflect on pedagogical strategies that promote the full and equitable participation of these children. A qualitative methodology was adopted, based on direct observation conducted throughout the supervised teaching practice and documented in field notes. A literature review, combined with analysis of the observational data, provided the foundation for a more consistent description, substantiation, and interpretation of the situations encountered during the internship. Completing this process of research, observation, and intervention allowed for the recognition of the early childhood educator’s contribution to creating educational contexts that are welcoming, inclusive, and responsive to cultural diversity. Likewise, the importance of pedagogical supervision was highlighted in strengthening the capacity for critical reflection and in affirming a professional identity grounded in the principles of equity, social justice, and active participation.
This supervised teaching practice report stems from a pedagogical internship undertaken as part of a Master’s program in Preschool Education, focusing on the inclusion of refugee children in the preschool setting. Its main objective was to analyze the challenges inherent in this inclusion and to reflect on pedagogical strategies that promote the full and equitable participation of these children. A qualitative methodology was adopted, based on direct observation conducted throughout the supervised teaching practice and documented in field notes. A literature review, combined with analysis of the observational data, provided the foundation for a more consistent description, substantiation, and interpretation of the situations encountered during the internship. Completing this process of research, observation, and intervention allowed for the recognition of the early childhood educator’s contribution to creating educational contexts that are welcoming, inclusive, and responsive to cultural diversity. Likewise, the importance of pedagogical supervision was highlighted in strengthening the capacity for critical reflection and in affirming a professional identity grounded in the principles of equity, social justice, and active participation.
Descrição
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escola
Palavras-chave
Educação Pré-Escolar Crianças refugiadas Práticas pedagógicas Supervisão pedagógica Desenvolvimento profissional docente Preschool education Refugee children Pedagogical practices Pedagogical supervision Teacher professional development