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Advisor(s)
Abstract(s)
A partir do quadro conceptual da Teoria das Inteligências Múltiplas de Howard Gardner, este trabalho pretende demonstrar que, numa perspetiva crítica do currículo, a construção do conhecimento na educação de infância não pode acontecer sem considerar os seus principais atores, as crianças, na multiplicidade de estratégias que possuem para se poderem expressar. Para isso, aprofundamos, igualmente, a importância do conhecimento e dos saberes no contexto das aprendizagens, como ainda a imagem organizacional do Jardim de Infância, onde procuramos desconstruir o papel dos atores intervenientes no processo da transformação do modelo pedagógico. Enquadramos, naturalmente, no processo crítico da análise da construção do conhecimento na educação de infância os trabalhos de Piaget, Vygotsky, Perrenoud,Young, Bruner e Ausubel. A pesquisa qualitativa, decorrente de um estudo de caso, e por intermédio de entrevistas semiestruturadas aos educadores de infância, destaca, da sua análise de conteúdo, o perigo de escolarização na educação infantil e pretende discutir diretrizes curriculares a partir de uma perspetiva de educação integral. O estudo mostra que as políticas curriculares devem orientar os seus cenários pedagógicos num quadro conceptual que coloca as crianças no centro da gestão e das práticas pedagógicas, bem como sustenta a construção do espaço pedagógico da criança, como uma comunidade de prática, onde a família é um sujeito essencial para a funcionalidade, utilidade e significado do projeto pedagógico do grupo.
From the conceptual framework of Howard Gardner's Theory of Multiple Intelligences, this paper aims to demonstrate that, in a critical perspective of the curriculum, the construction of knowledge in childhood education cannot happen without considering its main actors, children, in the multiplicity of strategies they have to express themselves. For this, we also deepen the importance of knowledge and knowledge in the context of learning, as well as the organizational image of kindergarten, where we seek to deconstruct the role of intervening actors in the process of transformation of the pedagogical model. We naturally appropriate the works of Piaget, Vygotsky, Perrenoud, Young, Bruner, and Ausubel into the critical process of the analysis of knowledge construction in early childhood education. The qualitative research, derived from a case study, and through semi-structured interviews with educators of childhood, highlights from its content analysis the danger of schooling in children's education and intends to discuss curricular guidelines from a perspective of integral education. The study shows that curricular policies should guide their pedagogical scenarios in a conceptual framework that puts children at the centre of management and pedagogical practices, as well as supports the construction of the child's pedagogical space as a community of practice where the family is an essential subject for the functionality, usefulness and meaning of the group's pedagogical project.
From the conceptual framework of Howard Gardner's Theory of Multiple Intelligences, this paper aims to demonstrate that, in a critical perspective of the curriculum, the construction of knowledge in childhood education cannot happen without considering its main actors, children, in the multiplicity of strategies they have to express themselves. For this, we also deepen the importance of knowledge and knowledge in the context of learning, as well as the organizational image of kindergarten, where we seek to deconstruct the role of intervening actors in the process of transformation of the pedagogical model. We naturally appropriate the works of Piaget, Vygotsky, Perrenoud, Young, Bruner, and Ausubel into the critical process of the analysis of knowledge construction in early childhood education. The qualitative research, derived from a case study, and through semi-structured interviews with educators of childhood, highlights from its content analysis the danger of schooling in children's education and intends to discuss curricular guidelines from a perspective of integral education. The study shows that curricular policies should guide their pedagogical scenarios in a conceptual framework that puts children at the centre of management and pedagogical practices, as well as supports the construction of the child's pedagogical space as a community of practice where the family is an essential subject for the functionality, usefulness and meaning of the group's pedagogical project.
Description
Keywords
Inteligências múltiplas Conhecimento na criança Modelo pedagógico Teorias construtivistas Multiple intelligences Knowledge in the child Pedagogical model Constructivist theories . Faculdade de Ciências Sociais
Citation
Gouveia, A. I. & Fraga, N. (2017). A construção do conhecimento na educação de infância. In L. G. Correia, R. Leão & S. Poças (Ed.), O Tempo dos Professores (pp. 525-539). Porto: CIIE - Centro de Investigação e Intervenção Educativas/Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto. (ISBN 978-989-8471-26-0).
Publisher
CIIE - Centro de Investigação e intervenção Educativas (CIIE) / Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (FPCEUP)