| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 648.44 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este estudo situa-se no âmbito da Pedagogia da Infância e foca-se no estudo da
transformação das práticas educativas em sala de atividades, especificamente na
transformação da planificação educativa. Estuda portanto a evolução da planificação numa
sala de creche, onde se pratica a Pedagogia-em-Participação. “A Pedagogia-em-
Participação é a perspetiva educativa da Associação Criança que se enraíza na família de
pedagogias participativas” (Oliveira-Formosinho & Formosinho, 2013b, p. 10). Esta
pedagogia defende o respeito por todos aqueles que estão envolvidos no processo
educativo, reconhecendo tanto na criança como no adulto a sua agência, competência e
participação.
Neste estudo procura-se compreender a evolução da planificação do ponto de vista
das conquistas de desenvolvimento profissional da educadora e dos benefícios para as
crianças.
Do ponto de vista metodológico este estudo situa-se no paradigma qualitativo através
de uma investigação-ação (Máximo-Esteves, 2008) uma vez que visa a produção de
conhecimento sobre o desenvolvimento profissional (Amado & Cardoso, 2013). Utiliza
como método de recolha de dados a documentação de ação pedagógica (planificações
pedagógicas, ‘cadernos pessoais’ da educadora e portfolios de aprendizagem das crianças)
e como forma de estudo de dados a análise reflexiva da documentação.
Neste estudo a ética profissional está salvaguardada pela confidencialidade e o
anonimato das crianças presentes no estudo, pelo anonimato e consentimento informado
dos seus encarregados de educação, assim como, da instituição onde o estudo se
desenvolveu.
Verifica-se com este estudo que a consecução de uma planificação cuidada e
reflexiva contribui para as melhorias educativas, que por sua vez, poderão ter impacto na
aprendizagem das crianças.
Este estudo poderá contribuir para a reflexão de outros profissionais da educação de
infância a trabalhar em contexto de creche.
The following study was developed in the context of early childhood education and it focuses the study of the changes of educational practices inside the classroom, especially concerning the transformation of educational planning. Therefore, it exposes the evolution of educational planning in early childhood education classrooms according to the Pedagogy-in-Participation method. “Pedagogy-in-Participation is the educational perspective of Childhood Association that sits in the family of participatory pedagogies” (Oliveira-Formosinho & Formosinho, 2013b, p. 10). This pedagogy advocates respect for all those involved in educational process, recognizing both in children and in adult their agency, competence and participation. It also tries to understand this evolution from the point of view of the professional development of the educator and the benefits for the children. From the methodological point of view, this study is based on the qualitative paradigm through an action-research approach (Máximo-Esteves, 2008) as it seeks the production about knowledge and professional development (Amado & Cardoso, 2013). The data collection methods used were pedagogical action documents (education planning, the learning portfolio and the 'personal notes' from the educator). As for the data analysis techniques, we used reflective analysis document. The ethics of this study is fulfilled by ensuring the anonymity and confidentiality of the children that take part in it, the anonymity and informed consent of the families and the institution where the study was carried out. This study proves that the achievement of a careful and reflective planning contributes to changes in the educational practices which in turn my have influence the children’s learning. This study also incites to the reflection of others educators working in early childhood education.
The following study was developed in the context of early childhood education and it focuses the study of the changes of educational practices inside the classroom, especially concerning the transformation of educational planning. Therefore, it exposes the evolution of educational planning in early childhood education classrooms according to the Pedagogy-in-Participation method. “Pedagogy-in-Participation is the educational perspective of Childhood Association that sits in the family of participatory pedagogies” (Oliveira-Formosinho & Formosinho, 2013b, p. 10). This pedagogy advocates respect for all those involved in educational process, recognizing both in children and in adult their agency, competence and participation. It also tries to understand this evolution from the point of view of the professional development of the educator and the benefits for the children. From the methodological point of view, this study is based on the qualitative paradigm through an action-research approach (Máximo-Esteves, 2008) as it seeks the production about knowledge and professional development (Amado & Cardoso, 2013). The data collection methods used were pedagogical action documents (education planning, the learning portfolio and the 'personal notes' from the educator). As for the data analysis techniques, we used reflective analysis document. The ethics of this study is fulfilled by ensuring the anonymity and confidentiality of the children that take part in it, the anonymity and informed consent of the families and the institution where the study was carried out. This study proves that the achievement of a careful and reflective planning contributes to changes in the educational practices which in turn my have influence the children’s learning. This study also incites to the reflection of others educators working in early childhood education.
Description
Keywords
Pedagogia da infância Planificação pedagógica Transformação pedagógica Early childhood education Educational planning Pedagogical transformation