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Viver a infância em plenitude é uma etapa fulcral para o ser humano em desenvolvimento. O primeiro contacto com a educação formal, que ocorre na escola, necessita de, além de dotar a criança de aprendizagens, promover o seu desenvolvimento pessoal, social e comunitário, a par com a família. Isto para que, no futuro, esta consiga ser um/a adulto/a capaz de conter na sua bagagem, para além dos conteúdos escolares, competências socioemocionais que o/a auxiliem do mesmo modo, no seu processo de formação em sociedade.
Este Projeto foi desenvolvido no âmbito do Mestrado em Educação e Intervenção Social num Centro Escolar TEIP, de Ensino Pré-Escolar e Ensino Básico. Este foi alinhado, segundo os preceitos da Metodologia da Investigação-Ação Participativa, que a partir das suas técnicas de investigação, possibilitou a análise e a descoberta deste contexto.
Durante este processo, acompanhei um projeto que tem vindo a ser desenvolvido pela Educadora Social em colaboração com as crianças desta escola, no âmbito de um processo pedagógico participativo. A valorização demonstrada pelas crianças a este projeto tornou-se a força motriz inicial do nosso projeto. Este, por sua vez, surgiu destas mesmas crianças, porque as suas ideias e preferências acabaram por constituir o principal catalisador da evolução deste trabalho, conduzindo ao desenvolvimento de duas ações: “Somos Todos Únicos!” e “Ser Livre num Tempo Livre.” Estas ações incidiram na organização de atividades de lazer e na promoção das relações interpessoais, integrando estratégias pedagógicas que favorecem a autonomia, a inclusão e a construção de competências sociais.
Living childhood to the fullest is a crucial stage in human development. The first contact with formal education, which occurs at school, needs to not only provide children with learning opportunities, but also promote their personal, social, and community development, alongside their family. This is so that, in the future, they can become adults who, in addition to their academic knowledge, have the social and emotional skills that will help them in their process of socialization. This project was developed as part of a Master's degree in Education and Social Intervention at a TEIP School Center for Preschool and Elementary Education. It was aligned with the principles of Participatory Action Research Methodology, which, based on its research techniques, enabled the analysis and discovery of this context. During this process, I monitored a project that has been developed by the Social Educator in collaboration with the children of this school, within the framework of a participatory pedagogical process. The appreciation demonstrated by the children toward this project became the initial driving force of our project. This, in turn, emerged from these very children, as their ideas and preferences ultimately constituted the primary catalyst for the evolution of this work, leading to the development of two actions: “We Are All Unique!” and “Being Free in Free Time.” These actions focused on the organization of leisure activities and the promotion of interpersonal relationships, incorporating pedagogical strategies that foster autonomy, inclusion, and the development of social competencies.
Living childhood to the fullest is a crucial stage in human development. The first contact with formal education, which occurs at school, needs to not only provide children with learning opportunities, but also promote their personal, social, and community development, alongside their family. This is so that, in the future, they can become adults who, in addition to their academic knowledge, have the social and emotional skills that will help them in their process of socialization. This project was developed as part of a Master's degree in Education and Social Intervention at a TEIP School Center for Preschool and Elementary Education. It was aligned with the principles of Participatory Action Research Methodology, which, based on its research techniques, enabled the analysis and discovery of this context. During this process, I monitored a project that has been developed by the Social Educator in collaboration with the children of this school, within the framework of a participatory pedagogical process. The appreciation demonstrated by the children toward this project became the initial driving force of our project. This, in turn, emerged from these very children, as their ideas and preferences ultimately constituted the primary catalyst for the evolution of this work, leading to the development of two actions: “We Are All Unique!” and “Being Free in Free Time.” These actions focused on the organization of leisure activities and the promotion of interpersonal relationships, incorporating pedagogical strategies that foster autonomy, inclusion, and the development of social competencies.
Descrição
Palavras-chave
Criança Escola Tempos livres Brincar Educação social Child School Free time Play Social education
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Instituto Politécnico do Porto. Escola Superior de Educação
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC