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Abstract(s)
O presente estudo pretende compreender o trabalho de projeto realizado num
contexto educativo que desenvolve a Pedagogia-em-Participação, uma pedagogia que
respeita verdadeiramente a criança permitindo-lhe “viver a experiência/vida, envolverse no processo de aprendizagem experiencial, dar significado à experiência, construir as
aprendizagens, promover o desenvolvimento” (Oliveira-Formosinho, 2009a,b: 8).
Esta perspetiva de Pedagogia de Infância implicou a identificação dos seus eixos
de intencionalidade educativa, áreas de aprendizagem e dimensões pedagógicas.
Esta investigação teve como base uma abordagem qualitativa, focada na
investigação-ação e envolvendo todos os intervenientes (equipa educativa, crianças e
suas famílias). A recolha dos dados e as reflexões realizadas ao longo do
desenvolvimento da ação foram analisados e interpretados como forma de monitorizar e
avaliar as aprendizagens realizadas ao longo do trabalho de projeto.
O trabalho de projeto revelou-se uma importante dimensão para promover a
participação das crianças e das suas famílias e, através da documentação pedagógica e
da monitorização, foi possível entender as aprendizagens das crianças no caminho
percorrido. Permitiu, ainda, uma reconstrução da práxis da própria educadora a partir de
processos de aprendizagem profissional experiencial e de compreensão teórica de
alguns pedagogos para melhor entender a relevância do trabalho de projeto enquanto
promotor de construção de aprendizagens e conhecimentos nas crianças e de
desenvolvimento profissional.
The present study intends to understand the project work carried out in an educational context that develops Pedagogy-in-Participation, a pedagogy that truly respects the child and allows him "to live the experience/life, to get involved in the experiential learning process, to give meaning to experience, to build learning, to promote development" (Oliveira-Formosinho, 2009a,b: 8). This perspective of Childhood Pedagogy implied the identification of its educational intentionality axes, learning areas and pedagogical dimensions. This research was based on a qualitative approach focusing on the action-research and involving all participants (educational team, children and their families). The data collection and the reflections carried out during the action were analyzed and interpreted as a way to monitor and evaluate what was learned throughout the project work. The project work proved to be an important dimension as a promoter for the participation of children and their families and, through pedagogical documentation and monitoring, it was possible to understand children's learning during the project. It also allowed a reconstruction of the educator praxis based on processes of experiential professional learning and theoretical understanding of some pedagogues, and therefor leading to a better understanding of the relevance of project work as a learning and knowledge promoter for children, and also for professional development.
The present study intends to understand the project work carried out in an educational context that develops Pedagogy-in-Participation, a pedagogy that truly respects the child and allows him "to live the experience/life, to get involved in the experiential learning process, to give meaning to experience, to build learning, to promote development" (Oliveira-Formosinho, 2009a,b: 8). This perspective of Childhood Pedagogy implied the identification of its educational intentionality axes, learning areas and pedagogical dimensions. This research was based on a qualitative approach focusing on the action-research and involving all participants (educational team, children and their families). The data collection and the reflections carried out during the action were analyzed and interpreted as a way to monitor and evaluate what was learned throughout the project work. The project work proved to be an important dimension as a promoter for the participation of children and their families and, through pedagogical documentation and monitoring, it was possible to understand children's learning during the project. It also allowed a reconstruction of the educator praxis based on processes of experiential professional learning and theoretical understanding of some pedagogues, and therefor leading to a better understanding of the relevance of project work as a learning and knowledge promoter for children, and also for professional development.