A carregar...
Publicação
Participação ativa: O caminho para uma prática de qualidade
Autores
Orientador(es)
Resumo(s)
O presente relatório assenta num estudo realizado acerca da participação ativa das
crianças em educação de infância, originário do meu interesse pelo tema. Abordando-o
como uma práxis essencial nas rotinas pedagógicas, persigo o objetivo de alertar para a
sua necessidade numa Educação de qualidade.
O estudo foi desenvolvido numa sala de Jardim de Infância, com um grupo de
vinte crianças com idades heterogéneas, entre os 3 e 5 anos.
As questões orientadoras surgiram do interesse em conhecer as escolhas
relacionadas com promoção a prática da participação ativa, bem como as dificuldades e
estratégias utilizadas para a mobilização da mesma. Neste contexto, foram definidas três
questões de investigação, com o objetivo de compreender e refletir acerca da temática
abordada.
O estudo assentou numa metodologia qualitativa, recorrendo a técnicas e
instrumentos como a observação, sustentada através de notas de campo, análise
documental e duas entrevistas (educadora cooperante e crianças), onde o objetivo foi
compreender, descobrir e refletir acerca do que me propus investigar.
Os dados recolhidos revelam que, as práticas de participação ativa devem ser
valorizadas, respeitando as necessidades de cada criança, dialogando, e refletindo com
elas e com quem nos rodeia; é essencial que as crianças se sintam apoiadas. O papel do
adulto revela-se crucial, visto que a sua observação e reflexão ajudarão a apoiar crianças.
Assim, a mobilização de práticas ativas de participação não depende somente do contexto,
mas sim do valor conferido pelo educador à temática e à capacidade de reflexão que
sustenta as práticas mobilizadas.
ABSTRACT: This report is based on a study about the active participation of children mobilized in early childhood education, originating from my overriding interest in the topic, addressing it as an essential and indispensable praxis in pedagogical routines, with the aim of drawing attention to the need for it in quality education. The study was developed in a kindergarten room, with a group of twenty children with heterogeneous ages between 3 and 5 years old. The guiding questions arose from the interest in knowing the promotions and valuations related to the practice of active participation, as well as the difficulties and strategies used in its mobilization in the internship context. In this context, three research questions were defined, with the aim of understanding and reflecting on the theme addressed. The study was based on a qualitative methodology, using techniques and instruments such as observation, supported by field notes, document analysis, and also an interview with the cooperating teacher and another with the children in the classroom where the study was carried out; the aim is to interpret, understand and reflect on what I set out to investigate. The data collected, in partnership with the readings carried out, reveal that the practices of active participation of children should be valued, respecting the needs and individualities of each one, involving them in routines, dialoguing and reflecting with them and with the educational team around us; it is essential that they understand their place and feel supported and autonomous children, and the role of the adult is crucial since their observation will help to support increasingly participatory children. Thus, the mobilization of active practices of child participation does not depend on the context, but on the value offered by the educator to the theme, the capacity of reflection that sustains its mobilized practices.
ABSTRACT: This report is based on a study about the active participation of children mobilized in early childhood education, originating from my overriding interest in the topic, addressing it as an essential and indispensable praxis in pedagogical routines, with the aim of drawing attention to the need for it in quality education. The study was developed in a kindergarten room, with a group of twenty children with heterogeneous ages between 3 and 5 years old. The guiding questions arose from the interest in knowing the promotions and valuations related to the practice of active participation, as well as the difficulties and strategies used in its mobilization in the internship context. In this context, three research questions were defined, with the aim of understanding and reflecting on the theme addressed. The study was based on a qualitative methodology, using techniques and instruments such as observation, supported by field notes, document analysis, and also an interview with the cooperating teacher and another with the children in the classroom where the study was carried out; the aim is to interpret, understand and reflect on what I set out to investigate. The data collected, in partnership with the readings carried out, reveal that the practices of active participation of children should be valued, respecting the needs and individualities of each one, involving them in routines, dialoguing and reflecting with them and with the educational team around us; it is essential that they understand their place and feel supported and autonomous children, and the role of the adult is crucial since their observation will help to support increasingly participatory children. Thus, the mobilization of active practices of child participation does not depend on the context, but on the value offered by the educator to the theme, the capacity of reflection that sustains its mobilized practices.
Descrição
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto
Universitário para obtenção do grau de Mestre em
Educação
Palavras-chave
Participação ativa Educação pré-escolar Qualidade em educação de infância Active participation Preschool education Quality in early childhood education