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Publication
Diferenciação pedagógica : práticas no Jardim de Infância
Advisor(s)
Abstract(s)
O presente relatório apresenta um estudo em torno das práticas de diferenciação pedagógica mobilizadas em contexto de educação de infância, proveniente do interesse pela temática, ao considerá-la uma condição necessária e estruturante do quotidiano pedagógico, a fim de se promover uma educação justa e de qualidade.
O estudo foi desenvolvido numa sala de Jardim de Infância com um grupo de vinte e uma criança com idades heterogéneas (2-6 anos).
Procurou-se com o estudo conhecer as conceções e práticas de diferenciação pedagógica da educadora cooperante, e as dificuldades que sente na mobilização das mesmas. Foram definidos três grupos de análise: (1) Conceções de diferenciação pedagógica; (2) Práticas de diferenciação pedagógica; (3) Dificuldades na mobilização de práticas de diferenciação pedagógica.
O estudo é de cariz qualitativo e recorreu-se a técnicas e instrumentos como a observação, que resultou em notas de campo, consulta documental e entrevista à educadora cooperante, como reflexo da necessidade de interpretar e refletir em torno dos comportamentos dos sujeitos envolvidos na investigação.
Os resultados obtidos evidenciam que é possível os educadores de infância mobilizarem práticas de diferenciação pedagógica através: do respeito pela individualidade das crianças; da valorização da diferença; do envolvimento das crianças nas decisões do quotidiano pedagógico; da partilha de responsabilidades entre adultos-crianças e entre crianças; do trabalho coletivo; da mobilização das crianças enquanto recurso; da reflexão e do diálogo da equipa educativa de sala com as crianças e com as famílias. Assim, a aplicabilidade da diferenciação pedagógica não depende de nenhum contexto em específico, da idade das crianças ou mesmo do número de crianças que o grupo inclui, mas sim do valor que o docente atribui à diferenciação pedagógica, e os esforços que faz no sentido de a mobilizar.
The following report presents a study around the pedagogical differentiation practices mobilized in the context of early childhood education, arising from the interest in the theme, as I consider it a necessary and structuring condition of the pedagogical reality, to promote a fair and quality education. The study was developed in a kindergarten room with a group of twenty-one children of heterogeneous ages (2-6 years old). The study aimed to understand and reflect on the pedagogical differentiation practices mobilized by a kindergarten teacher. Three groups of analysis were defined: (1) Conceptions of pedagogical differentiation; (2) Pedagogical differentiation practices; (3) Difficulties in mobilizing pedagogical differentiation practices. This study is qualitative and uses techniques and instruments such as observation, which resulted in field notes, document consultation, and interviews with the cooperating teacher, as a reflection of the need to interpret and reflect on the behaviors of the subjects involved in the research. The results obtained show that kindergarten teachers can mobilize pedagogical differentiation practices through: respect for children's; the appreciation of difference; the involvement of children in everyday pedagogical decisions; the sharing of responsibilities between adults-children and between children; of collective work; the mobilization of children as a resource; reflection and dialogue of the classroom educational team with children and families. Thus, the applicability of pedagogical differentiation does not depend on any specific context, on the age of the children or even on the number of children that the group includes, but on the value that the teacher attributes to pedagogical differentiation, and the efforts made to to mobilize.
The following report presents a study around the pedagogical differentiation practices mobilized in the context of early childhood education, arising from the interest in the theme, as I consider it a necessary and structuring condition of the pedagogical reality, to promote a fair and quality education. The study was developed in a kindergarten room with a group of twenty-one children of heterogeneous ages (2-6 years old). The study aimed to understand and reflect on the pedagogical differentiation practices mobilized by a kindergarten teacher. Three groups of analysis were defined: (1) Conceptions of pedagogical differentiation; (2) Pedagogical differentiation practices; (3) Difficulties in mobilizing pedagogical differentiation practices. This study is qualitative and uses techniques and instruments such as observation, which resulted in field notes, document consultation, and interviews with the cooperating teacher, as a reflection of the need to interpret and reflect on the behaviors of the subjects involved in the research. The results obtained show that kindergarten teachers can mobilize pedagogical differentiation practices through: respect for children's; the appreciation of difference; the involvement of children in everyday pedagogical decisions; the sharing of responsibilities between adults-children and between children; of collective work; the mobilization of children as a resource; reflection and dialogue of the classroom educational team with children and families. Thus, the applicability of pedagogical differentiation does not depend on any specific context, on the age of the children or even on the number of children that the group includes, but on the value that the teacher attributes to pedagogical differentiation, and the efforts made to to mobilize.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar, criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n. º165, de 28 de agosto de 2017
Keywords
Diferenciação pedagógica Educação de infância Diversidade Pedagogical differentiation Childhood education . Diversity