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Liberdade e democracia práticas pedagógicas que traduzem estes valores num contexto de jardim de infância
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Advisor(s)
Abstract(s)
Com o objetivo de compreender de que forma as práticas pedagógicas e a organização do ambiente promovem valores fundamentais como a liberdade e a democracia, apresenta-se um estudo desenvolvido com um grupo de crianças dos 3 aos 6 anos, numa sala de jardim de infância de uma instituição situada num bairro histórico e multicultural de Lisboa. No projeto educativo, destacam-se os princípios de autonomia, da cooperação e inclusão, no seu alinhamento e cruzamento com o Movimento da Escola Moderna.
Neste contexto, a investigação procura compreender de que forma um ambiente educativo que favorece a participação, escuta e negociação de regras, traduz a edificação de uma cultura democrática, bem como identificar desafios que se colocam na sua apropriação.
Partindo de uma metodologia qualitativa, centra-se na análise documental, observação participante, e entrevista, envolvendo análise de registos reflexivos e documentação pedagógica.
São discutidos exemplos concretos de práticas democráticas, vividas numa sala de jardim de infância. O estudo evidencia a importância de uma intencionalidade pedagógica que promova a cidadania ativa desde a infância e a relevância da articulação do seu projeto educativo com o modelo pedagógico do Movimento da Escola Moderna
With the aim of understanding how teaching practices and the organization of the environment promote fundamental values such as freedom and democracy, we present a study conducted with a group of children aged 3 to 6 years old in a kindergarten classroom at an institution located in a historic and multicultural neighbourhood of Lisbon. The educational project highlights the principles of autonomy, cooperation, and inclusion, in line with and intersecting with the pedagogical model Movimento Escola Moderna. In this context, the research seeks to understand how an educational environment that encourages participation, listening, and negotiation of rules translates into the building of a democratic culture, as well as to identify challenges that arise in its appropriation. Based on a qualitative methodology, it focuses on documentary analysis, participant observation, and interviews, involving the analysis of reflective records, and pedagogical documentation. Concrete examples of democratic practices are discussed, experienced in a preschool setting. The study highlights the importance of a pedagogical intentionality that promotes active citizenship from childhood and the relevance of articulating its educational project with the pedagogical model of the Movimento Escola Moderna.
With the aim of understanding how teaching practices and the organization of the environment promote fundamental values such as freedom and democracy, we present a study conducted with a group of children aged 3 to 6 years old in a kindergarten classroom at an institution located in a historic and multicultural neighbourhood of Lisbon. The educational project highlights the principles of autonomy, cooperation, and inclusion, in line with and intersecting with the pedagogical model Movimento Escola Moderna. In this context, the research seeks to understand how an educational environment that encourages participation, listening, and negotiation of rules translates into the building of a democratic culture, as well as to identify challenges that arise in its appropriation. Based on a qualitative methodology, it focuses on documentary analysis, participant observation, and interviews, involving the analysis of reflective records, and pedagogical documentation. Concrete examples of democratic practices are discussed, experienced in a preschool setting. The study highlights the importance of a pedagogical intentionality that promotes active citizenship from childhood and the relevance of articulating its educational project with the pedagogical model of the Movimento Escola Moderna.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Intencionalidade e práticas pedagógicas ambiente educativo movimento da escola moderna cidadania ativa educação pré-escolar. Pedagogical intentionality and practices educational environment pedagogical model Movimento Escola Moderna active citizenship preschool education