Loading...
Publication
Linhas curriculares e práticas de educação de infância: um estudo pelas vozes das crianças
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.68 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A Educação de Infância tem vindo a granjear progressiva importância na sociedade e na vida das crianças, preconizando orientações curriculares que estabelecem o brincar e a participação mediante a escuta das crianças sobre os assuntos que lhes dizem respeito, como pilares fundamentais deste nível de educação. Com o objetivo de compreender o quotidiano das crianças em contexto de Educação de Infância, procura-se escutar as suas vozes, dandolhes protagonismo, enquanto atores sociais e sujeitos competentes e de direito. Como quadro teórico, assume-se que este estudo se situa no campo das Ciências da Educação, na área do Currículo e no domínio da Educação de Infância, no que concerne às linhas curriculares que orientam as práticas de Educação de Infância. A investigação qualitativa, com recurso ao método de estudo de caso de cariz etnográfico com crianças, foi a opção metodológica escolhida. O trabalho de campo decorreu ao longo de um ano letivo com a participação de um grupo de vinte e seis crianças de um estabelecimento de educação e ensino público da Região Autónoma da Madeira. Como estratégia para aceder às vozes destas crianças, recorri a técnicas diversificadas de recolha de informação como observação participante e entrevistas etnográficas, complementadas com registos de imagens e algumas produções da autoria das crianças. A análise das informações recolhidas, numa interpretação necessariamente subjetiva, permitiu concluir que as crianças representam o seu quotidiano em torno das atividades lúdicas e de aprendizagens estruturadas nas linhas curriculares que orientam as práticas pedagógicas dos adultos, consubstanciadas em conceções de criança e no que deve ser a sua educação naquele contexto. Mas, também, num mundo à parte, de significação cultural e identitária da infância, mediante a cultura lúdica e simbólica que é permitida às crianças, estas constroem com os seus pares o seu próprio mundo, brincando. Destarte, recomenda-se a valorização da escuta atenta das vozes das crianças e do potencial lúdico e de aprendizagem que elas contêm, nas práticas de Educação de Infância.
The Early Childhood Education has become increasingly important in society and in the lives of children, advocating curricular guidelines that establish play and participation by listening to children on issues that concern them, as the fundamental pillars of this level of education. In order to understand the daily life of children in the context of Early Childhood Education, we seek to give voice and protagonism to children as social actors and competent subjects with rights. As a theoretical framework, it is assumed that this study is located in the field of Educational Sciences in the area of Curriculum and in the field of Early Childhood Education, regarding the curricular lines that guide the practices of Early Childhood Education. The qualitative research, using the method of case study of ethnographic character with children, was the chosen methodological option. The field work was carried out during a school year with the participation of a group of twenty six children from a public education and training establishment in the Autonomous Region of Madeira. As a strategy to access the voices of these children, I used diversified information gathering techniques such as participant observation and ethnographic interviews, complemented with records of images and some productions by the children. The analysis of the collected information in a necessarily subjective interpretation, allowed to conclude that children represent their daily life around the ludic activities and structured learning in the curricular lines that guide the pedagogical practices of the adults, consubstantiated in concepts of child and what should be their education in that context. But, in a world apart, of cultural significance and identity of childhood, through the playful and symbolic culture that is allowed children, they build their own world with their peers, playing. In this way, it is recommended to value attentive listening of children`s voices and the playful and learning potential they contain, in the practices of Early Childhood Education.
The Early Childhood Education has become increasingly important in society and in the lives of children, advocating curricular guidelines that establish play and participation by listening to children on issues that concern them, as the fundamental pillars of this level of education. In order to understand the daily life of children in the context of Early Childhood Education, we seek to give voice and protagonism to children as social actors and competent subjects with rights. As a theoretical framework, it is assumed that this study is located in the field of Educational Sciences in the area of Curriculum and in the field of Early Childhood Education, regarding the curricular lines that guide the practices of Early Childhood Education. The qualitative research, using the method of case study of ethnographic character with children, was the chosen methodological option. The field work was carried out during a school year with the participation of a group of twenty six children from a public education and training establishment in the Autonomous Region of Madeira. As a strategy to access the voices of these children, I used diversified information gathering techniques such as participant observation and ethnographic interviews, complemented with records of images and some productions by the children. The analysis of the collected information in a necessarily subjective interpretation, allowed to conclude that children represent their daily life around the ludic activities and structured learning in the curricular lines that guide the pedagogical practices of the adults, consubstantiated in concepts of child and what should be their education in that context. But, in a world apart, of cultural significance and identity of childhood, through the playful and symbolic culture that is allowed children, they build their own world with their peers, playing. In this way, it is recommended to value attentive listening of children`s voices and the playful and learning potential they contain, in the practices of Early Childhood Education.
Description
Keywords
Brincar Cultura de crianças Educação de infância Etnografia com crianças Orientações curriculares Vozes das crianças Children culture Children´s voices Curriculum guidelines Early childhood education Ethnography with children Play Ciências da Educação, especialidade de Currículo . Faculdade de Ciências Sociais