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Abstract(s)
A presente investigação tem na sua essência a Pedagogia-em-Participação – perspetiva pedagógica da Associação Criança (Oliveira-Formosinho & Formosinho, 2013) e o seu papel na qualidade da prática pedagógica do educador, uma prática assente no respeito e reconhecimento da competência dos bebés e do seu direito à participação. O trabalho desenvolvido envolveu três crianças, durante o ano letivo de 2016/2017, na sala de berçário do Centro Infantil Olivais Sul, em Lisboa. Este estudo enquadra-se numa metodologia da investigação qualitativa (Bogdan & Biklen, 2003) e segue o método da investigação-ação (Máximo-Esteves, 2008). A recolha de dados foi efetuada através das notas de campo, da documentação pedagógica e dos portefólios individuais das crianças. Nos portefólios foram refletidas as aprendizagens realizadas pelas crianças no âmbito das áreas de aprendizagem e dos eixos pedagógicos da Pedagogia-em-Participação (Oliveira-Formosinho & Formosinho, 2011), assim como analisados os níveis de bem-estar e de envolvimento (Laevers et al, 2005). O profissional que desenvolve a Pedagogia-em-Participação assume-se como um profissional reflexivo que interrompe os seus saberes e reconhece a criança enquanto ser provido de capacidade e agência, respeitando a sua identidade e aumentando o seu bem-estar.
The present research has in its essence the Pedagogy-in-Participation – pedagogical perspective of Childhood Association (Oliveira-Formosinho & Formosinho, 2013) and its role in the quality of the educator's pedagogical practice, a practice based on the respect and recognition of the competence of infants and their right to participate. The work developed involved three children during the school year of 2016/2017 in the nursery of the Olivais Sul Children's Center in Lisbon. This study is inserted in a qualitative research methodology (Bogdan & Biklen, 2003) and follows the action-research method (Máximo-Esteves, 2008). Data collection gathered field notes, pedagogical documentation and childrens’ individual portfolios. The portfolios emphasis on the learning experiences carried out by the children within the scope of the learning areas and the pedagogical axes of Pedagogy-in-Participation (Oliveira-Formosinho & Formosinho, 2011), as well as the analysis of the levels of well-being and involvement (Laevers et al, 2005). The professional who implements Pedagogy-in-Participation’s approach is a reflexive professional that interrupts his knowledge and looks at the child as a capable being with agency, respecting her identity and increasing her well-being.
The present research has in its essence the Pedagogy-in-Participation – pedagogical perspective of Childhood Association (Oliveira-Formosinho & Formosinho, 2013) and its role in the quality of the educator's pedagogical practice, a practice based on the respect and recognition of the competence of infants and their right to participate. The work developed involved three children during the school year of 2016/2017 in the nursery of the Olivais Sul Children's Center in Lisbon. This study is inserted in a qualitative research methodology (Bogdan & Biklen, 2003) and follows the action-research method (Máximo-Esteves, 2008). Data collection gathered field notes, pedagogical documentation and childrens’ individual portfolios. The portfolios emphasis on the learning experiences carried out by the children within the scope of the learning areas and the pedagogical axes of Pedagogy-in-Participation (Oliveira-Formosinho & Formosinho, 2011), as well as the analysis of the levels of well-being and involvement (Laevers et al, 2005). The professional who implements Pedagogy-in-Participation’s approach is a reflexive professional that interrupts his knowledge and looks at the child as a capable being with agency, respecting her identity and increasing her well-being.
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Keywords
Pedagogia-em-participação Berçário Bem-estar Envolvimento Profissional reflexivo Pedagogy-in-participation Nursery Well-being Involvement Reflexive professional