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Publication
A pedagogia uma vivência plena da prática profissional em educação de Infância"
Advisor(s)
Abstract(s)
O presente relatório insere-se na Unidade Curricular de Prática de Ensino Supervisionada. Este trabalho pretende dar a conhecer o modo como é aplicada a Pedagogia-em-Participação em contexto de creche e jardim de infância, numa instituição particular de solidariedade social, onde foi desenvolvida a minha prática supervisionada. O interesse em aprofundar este tema surgiu assim que iniciei o estágio em creche e tive a oportunidade de ver a forma como as crianças agiam perante o que as rodeava e lhes era oferecido em contexto de bem-estar, desenvolvimento e aprendizagem. Tornou-se essencial aprofundar o meu conhecimento sobre a Pedagogia-em-Participação, os princípios desta pedagogia, os eixos pedagógicos nos quais os educadores se regem para o pensar-fazer pedagogia no quotidiano, a criação de espaços e tempos que permitem às crianças construir as suas aprendizagens em companhia, assim como a organização dos materiais pedagógicos. Para complementar este estudo, realizei uma entrevista semiestruturada que inclui três questões dirigidas à educadora de creche com o objetivo de compreender a perspetiva da entrevistada sobre os fundamentos e princípios da Pedagogia-em- Participação; da organização do espaço, tempo e materiais nesta pedagogia e também sobre a documentação pedagógica utilizada e o modo com seleciona a informação. Apresento ainda quatro atividades escolhidas entre as propostas que realizei com as crianças em creche e jardim de infância, e um projeto final, realizadas com base nos princípios da Pedagogia-em-Participação. Este relatório expressa o impacto que a vivência da Pedagogia-em-Participação em Educação de infância teve em mim, procurando revelar também a dimensão da sua potencialidade no bem-estar, desenvolvimento e aprendizagem ativa, participativa das crianças.
The present report inserts in the curricular unit of Supervised Teaching Practice. This paper aims to show how Pedagogy-in-Participation is applied in the context of nursery and kindergarten, in a private institution of social solidarity, where my supervised practice was developed. The interest in deepening this theme came as soon as I started the internship and had the opportunity to see how children acted towards their surroundings and what that possibility offered to them in the context of well-being, development and learning. It has become essential to deepen my knowledge about Pedagogy-in-Participation, the principles of this pedagogy, the pedagogical axes in which educators are governed to think-doing pedagogy in their everyday life, the creation of spaces and times that allow children to construct their learning in company, as well as the organization of teaching materials. To complement this study, I conducted a semi-structured interview that includes three questions addressed to the pre-school teacher in order to understand the interviewee's perspective on the fundamentals and principles of Pedagogy-in-Participation; the organization of space, time and materials in this pedagogy, as well as the pedagogical documentation used and the way in which information is selected. I also introduce four activities that i chose within the ones i did with the nursery and kindergarten children, and a final project, carried out based on the principles of Pedagogy-in-Participation. This report expresses the impact that the experience of Pedagogy-in-Participation in Early Childhood Education has had on me, and my attempt of revealing the dimension of its potential in the well-being, development and active learning.
The present report inserts in the curricular unit of Supervised Teaching Practice. This paper aims to show how Pedagogy-in-Participation is applied in the context of nursery and kindergarten, in a private institution of social solidarity, where my supervised practice was developed. The interest in deepening this theme came as soon as I started the internship and had the opportunity to see how children acted towards their surroundings and what that possibility offered to them in the context of well-being, development and learning. It has become essential to deepen my knowledge about Pedagogy-in-Participation, the principles of this pedagogy, the pedagogical axes in which educators are governed to think-doing pedagogy in their everyday life, the creation of spaces and times that allow children to construct their learning in company, as well as the organization of teaching materials. To complement this study, I conducted a semi-structured interview that includes three questions addressed to the pre-school teacher in order to understand the interviewee's perspective on the fundamentals and principles of Pedagogy-in-Participation; the organization of space, time and materials in this pedagogy, as well as the pedagogical documentation used and the way in which information is selected. I also introduce four activities that i chose within the ones i did with the nursery and kindergarten children, and a final project, carried out based on the principles of Pedagogy-in-Participation. This report expresses the impact that the experience of Pedagogy-in-Participation in Early Childhood Education has had on me, and my attempt of revealing the dimension of its potential in the well-being, development and active learning.
Description
Relatório da Prática de Ensino apresentada no ISPA – Instituto Universitário / ESEI Maria Ulrich para obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Pedadogia em participação Criança Espaço Tempo Autonomia Aprendizagem Pedagogy in participation Child Space Time Autonomy Learning