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Interações entre pares na Educação de Infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.07 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio, desenvolvido no âmbito da Prática Educativa Supervisionada
do Mestrado em Educação Pré-Escolar, pretende analisar as interações entre pares em
contexto de Educação em Creche e Educação Pré-Escolar, refletindo sobre a sua importância
no desenvolvimento social e emocional das crianças. A metodologia adotada baseia-se na
investigação-ação, recorrendo à observação participante e à recolha de registos descritivos e
fotográficos das interações entre crianças. No contexto de Educação em Creche, a análise
centrou-se na exploração livre de materiais, enquanto no contexto de Educação Pré-Escolar
são descritas e analisadas três atividades desenvolvidas no âmbito da Metodologia do
Trabalho de Projeto. A reflexão fundamenta-se em referenciais teóricos como a Ecologia do
Desenvolvimento Humano (Bronfenbrenner, 1979) e a Sociologia da Infância (Corsaro, 2018),
bem como em orientações pedagógicas, nomeadamente nas Orientações Curriculares para a
Educação Pré-Escolar (Silva et al., 2016) e Orientações Pedagógicas para a Creche (Marques
et al., 2024) e normativas, nomeadamente, no Decreto-Lei n.º 240/2001 e Decreto-Lei n.º
241/2001. O relatório contempla ainda uma reflexão sobre as aprendizagens profissionais da
mestranda, nomeadamente a evolução do seu olhar pedagógico, a consolidação de práticas
educativas fundamentadas e o desenvolvimento de uma postura mais intencional e reflexiva
na mediação das relações entre crianças.
This internship report, developed as part of the Supervised Educational Practice of the Master's Degree in Pre-School Education, aims to analyze the interactions between peers in the context of Nursery and Pre-School Education, reflecting on their importance in the social and emotional development of children. The methodology adopted is based on actionresearch, using participant observation and the collection of descriptive and photographic records of interactions between children. In the context of nursery, the analysis focused on the free exploration of materials, while in the context of Pre-School Education, three activities developed within the scope of The Project Approach are described and analyzed. The reflection is based on theoretical references such as the Ecology of Human Development (Bronfenbrenner, 1979) and the Sociology of Childhood (Corsaro, 2018), as well as pedagogical guidelines, namely the “Orientações Curriculares para a Educação Pré-Escolar” (Silva et al., 2016) and “Orientações Pedagógicas para a Creche” (Marques et al., 2024) and regulations, namely Decree-Law no. 240/2001 and Decree-Law no. 241/2001. The report also includes a reflection on the master's student's professional learning, namely the evolution of her pedagogical outlook, the consolidation of grounded educational practices and the development of a more intentional and reflective stance in mediating relationships between children.
This internship report, developed as part of the Supervised Educational Practice of the Master's Degree in Pre-School Education, aims to analyze the interactions between peers in the context of Nursery and Pre-School Education, reflecting on their importance in the social and emotional development of children. The methodology adopted is based on actionresearch, using participant observation and the collection of descriptive and photographic records of interactions between children. In the context of nursery, the analysis focused on the free exploration of materials, while in the context of Pre-School Education, three activities developed within the scope of The Project Approach are described and analyzed. The reflection is based on theoretical references such as the Ecology of Human Development (Bronfenbrenner, 1979) and the Sociology of Childhood (Corsaro, 2018), as well as pedagogical guidelines, namely the “Orientações Curriculares para a Educação Pré-Escolar” (Silva et al., 2016) and “Orientações Pedagógicas para a Creche” (Marques et al., 2024) and regulations, namely Decree-Law no. 240/2001 and Decree-Law no. 241/2001. The report also includes a reflection on the master's student's professional learning, namely the evolution of her pedagogical outlook, the consolidation of grounded educational practices and the development of a more intentional and reflective stance in mediating relationships between children.
Description
Keywords
Creche Educação Pré-Escolar Interações entre pares Investigação-ação Aprendizagem profissional Nursery Pre-school Education Peer interactions Action-research Professional learning