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Pedagogia-em-Participação: o papel da criança no jardim de infância
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Abstract(s)
Este relatório sobre a Prática de Ensino Supervisionada, foi realizado no âmbito do Mestrado em Educação Pré-Escolar, da Escola Superior de Educadores de Infância Maria Ulrich e do ISPA - Instituto Universitário de Ciência Psicológicas, Sociais e da Vida.
Neste Relatório, o meu objetivo é conseguir aprofundar o conhecimento sobre a Pedagogia-em-Participação, nomeadamente sobre o papel da criança nesta pedagogia - como é dada voz à criança, se esta é respeitada nas suas ideias e decisões, e como o adulto gere a articulação das ideias das crianças com as aprendizagens e estratégias de ensino que propõe, a partir da sua intencionalidade pedagógica.
Realizando o meu estágio numa instituição cuja pedagogia é a Pedagogia-em-Participação, inserida há já alguns anos no seu projeto educativo e pedagógico, pretendo também compreender porque e como foi introduzida na instituição; como decorreu o processo de mudança, qual o impacto que teve na equipa, nas crianças e nas suas famílias.
No decorrer deste estágio e através da elaboração do Relatório, a partir da observação e das entrevistas realizadas, consegui perceber como a Pedagogia-em-Participação se centra nas crianças, tendo como foco os seus interesses e necessidades de aprendizagem. Esta Pedagogia permite que as crianças participem na planificação das atividades a realizar, bem como a possibilidade de se manifestarem sobre as mesmas.
Consegui ainda compreender o modo como esta pedagogia foi escolhida pela instituição, como foi trabalhada pela equipa docente, como decorreu o processo de mudança e a relevância deste processo ter envolvido supervisão.
Encontrei os benefícios desta pedagogia para uma melhor aprendizagem, desenvolvimento e bem-estar das crianças e para a construção da minha futura ação como Educadora de Infância.
This report about the Practise of Supervised Teaching was prepared as part of the Master’s in Pre-School Education, at the Escola Superior de Educadores de Infância Maria Ulrich, and ISPA - Instituto Universitário de Ciência Psicológicas, Sociais e da Vida. My objective in this report is to gain deeper knowledge on the Pedagogy-in-Participation, namely about the role of the child in this pedagogy – how the child is given a voice, if this voice is respected in its ideas and decisions, and how the adult manages the articulation of children’s ideas with the teaching strategies pursued, starting with their pedagogical intentionality. Fulfilling my internship in a pedagogical institution whose pedagogy is Pedagogy-in-Participation, inserted for a few years now in its educational and pedagogical project, I intend as well to comprehend why and how it was introduced in this institution; how the transformation process occurred, what impact it had on the team, the children, and their families. Throughout this internship and through the preparation of the Report, from observation and interviews, I managed to understand how Pedagogy-in-Participation is centred on the children, focussing on their interests and learning needs. This Pedagogy allows children to participate in the planning of activities, as well as to express themselves regarding these activities. I was further able to understand how this pedagogy was chosen by the institution, how it was developed by the teaching team, how the change process occurred, and the relevance of supervision on this process. I found the benefits of this pedagogy for better learning, development, and well-being of the children, and for developing my future role as childhood educator.
This report about the Practise of Supervised Teaching was prepared as part of the Master’s in Pre-School Education, at the Escola Superior de Educadores de Infância Maria Ulrich, and ISPA - Instituto Universitário de Ciência Psicológicas, Sociais e da Vida. My objective in this report is to gain deeper knowledge on the Pedagogy-in-Participation, namely about the role of the child in this pedagogy – how the child is given a voice, if this voice is respected in its ideas and decisions, and how the adult manages the articulation of children’s ideas with the teaching strategies pursued, starting with their pedagogical intentionality. Fulfilling my internship in a pedagogical institution whose pedagogy is Pedagogy-in-Participation, inserted for a few years now in its educational and pedagogical project, I intend as well to comprehend why and how it was introduced in this institution; how the transformation process occurred, what impact it had on the team, the children, and their families. Throughout this internship and through the preparation of the Report, from observation and interviews, I managed to understand how Pedagogy-in-Participation is centred on the children, focussing on their interests and learning needs. This Pedagogy allows children to participate in the planning of activities, as well as to express themselves regarding these activities. I was further able to understand how this pedagogy was chosen by the institution, how it was developed by the teaching team, how the change process occurred, and the relevance of supervision on this process. I found the benefits of this pedagogy for better learning, development, and well-being of the children, and for developing my future role as childhood educator.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Básica
Keywords
Pedadogia em participação Criança Escolha Interesse Valorização Pedagogy in participation; child; choice; interest; appreciation Child Choice Interest Appreciation