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Publication
O jardim-de-infância, a família e a cidade: Uma trilogia educativa
Advisor(s)
Abstract(s)
O presente relatório surgiu no âmbito da Prática Supervisionada em Educação Pré-Escolar, com um grupo de dezanove crianças de Jardim-de-Infância, numa Instituição de cariz Publico-Particular, da zona de Lisboa. Faz uma abordagem às três modalidades educativas e ao que elas têm em comum com as cidades educadoras; refere-se ainda como é que esta relação pode ser potenciada através da relação entre o Jardim-de-Infância, a família e a comunidade.
Esta investigação surgiu da necessidade de incentivar as famílias e crianças no contexto de estágio a utilizar de forma mais dinâmica os espaços culturais, cívicos, jardins, entre outros, que a comunidade e a cidade oferecem. O trabalho desenvolvido ao longo da Prática Supervisionada implicou a criação de diversas estratégias para chegar aos objetivos pretendidos, de natureza pedagógica, educativa e também curricular.
Este estudo é inspirado na metodologia da investigação-ação, visto que se considera uma abordagem fundamental nas práticas do educador, na medida em que apoia a reflexão sobre a ação que investiga. Nesta investigação efetuou-se entrevistas às famílias que ocorreram antes e depois da intervenção pedagógica e da proposta de diversas atividades para as crianças e para as famílias realizarem com as crianças.
Esta investigação constata que é essencial um trabalho em parceria entre o Jardim-de-Infância e a família, o papel do/a educador/a é fundamental neste caminho para conseguir incentivar as famílias a participarem mais ativamente na vida e na educação das crianças em contextos educativos diferentes mas numa forma natural e informal.
IV
This report was developed during the Supervised Practice in Preschool Education, with a group of nineteen kindergarten children, in a Public-Private-oriented institution in the Lisbon area. It makes an approach to the three educational modes and to what they have in common with the idea of “educating cities”; it also refers to how this relationship can be enhanced by the interactions between kindergarten, family and community. This investigation arose from the need to encourage families and children in professional internship context to use more dynamic cultural spaces, civic, gardens, among others, that the community and the city offers. The work along the Supervised practice involved the creation of various strategies to reach the intended goals, pedagogical, educational and also curricular. This study is inspired by the action-research methodology, since it is considered a fundamental approach to the educator practices, in that it supports the reflection on the action investigating. In this investigation were made interviews with families that occurred before and after the educational intervention and proposed various activities for children and families conduct with children. This research findings allow stating that it is essential to work in the partnership Kindergarten and family, that the educator´s role is crucial to encourage families to participate more actively in the life and education of children in different educational contexts, in a natural and informal way.
This report was developed during the Supervised Practice in Preschool Education, with a group of nineteen kindergarten children, in a Public-Private-oriented institution in the Lisbon area. It makes an approach to the three educational modes and to what they have in common with the idea of “educating cities”; it also refers to how this relationship can be enhanced by the interactions between kindergarten, family and community. This investigation arose from the need to encourage families and children in professional internship context to use more dynamic cultural spaces, civic, gardens, among others, that the community and the city offers. The work along the Supervised practice involved the creation of various strategies to reach the intended goals, pedagogical, educational and also curricular. This study is inspired by the action-research methodology, since it is considered a fundamental approach to the educator practices, in that it supports the reflection on the action investigating. In this investigation were made interviews with families that occurred before and after the educational intervention and proposed various activities for children and families conduct with children. This research findings allow stating that it is essential to work in the partnership Kindergarten and family, that the educator´s role is crucial to encourage families to participate more actively in the life and education of children in different educational contexts, in a natural and informal way.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Educação formal, não-formal e informal Cidades educadoras Envolvimento parental Formal education, non-formal and informal education Educating cities Parental involvement