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Conceções e práticas de uma educadora no desvelar da práxis em creche na RAM: um estudo de caso de natureza etnográfica
| Name: | Description: | Size: | Format: | |
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| 3.69 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A compreensão das atuais características da Educação de Infância (EI), especificamente
na valência de creche (0-3 anos), em Portugal, deve ter em consideração: a evolução
histórica; as políticas educativas e curriculares regionais e nacionais; as diversas
perspetivas curriculares e pedagógicas abordadas por vários investigadores nacionais e
internacionais; a formação, as conceções e as práticas dos educadores em contexto. Neste
enquadramento, com a presente investigação, através de um estudo de caso de natureza
etnográfica, pretendemos responder à seguinte questão de investigação: como se
caracteriza uma prática pedagógica em creche na Região Autónoma da Madeira (RAM)?
A observação e a escuta da voz da educadora em estudo, que incluiu o quotidiano
pedagógico, as suas histórias de vida, as suas narrativas da prática, as suas perspetivas, os
seus fundamentos, as suas conceções, abriram caminho à criação de espaços reflexivos.
Essa reflexividade na, para e sobre a prática aliada à formação, à supervisão e à liderança
indicam promover a construção de novos conhecimentos, a transformação das práticas, a
mudança de paradigmas. Evidencia-se sensibilidade para a realização de transições
educativas suaves, harmoniosas e em cooperação, há esforços para melhorar as
oportunidades de aprendizagem e de desenvolvimento que são oferecidas aos
bebés/crianças, aos profissionais e às famílias, pensando e fazendo diferente e de forma
fundamentada, encetando por processos de mudança e de transformação praxiológica
rumo à Inovação Pedagógica. Esta investigação permitiu desvelar as conceções e a prática
de uma educadora em creche na RAM, podendo daqui extrair um documento reflexivo
em termos políticos, práticos e académicos, que poderá contribuir para combater as
discrepâncias acerca das conceções em creche, assim como dar visibilidade ao exemplo
da RAM como possível modelo concetual ao nível da EI.
The understanding of the current characteristics of Early Childhood Education (ECE), specifically in day-care centers (0-3 years old), in Portugal, must take into account: the historical evolution; regional and national educational and curriculum policies; the different curricular and pedagogical perspectives addressed by several national and international researchers; the formation, conceptions and practices of educators in context. In this framework, with the present investigation, through a case study of an ethnographic nature, we intend to answer the following research question: how a pedagogical practice in a day-care in the Autonomous Region of Madeira (RAM) is characterized? Observing and listening to the voice of the educator under study, which included the pedagogical routine, her life stories, her narratives of practice, her perspectives, her fundamentals, her conceptions, paved the way for the creation of reflective spaces. This reflexivity in, for and about the practice allied to training, supervision and leadership indicate promoting the construction of new knowledge, the transformation of practices, the change of paradigms. Sensitivity is noticed for carrying out smooth, harmonious and cooperative educational transitions. There are efforts to improve the learning and development opportunities that are offered to babies, children, professionals and families, thinking and doing differently and in a different way, grounded with processes of change and praxiological transformation towards Pedagogical Innovation. This research is allowed unveil of the conceptions and practice of an educator in a day-care in RAM, as well as confronting the regional legislation with the national one about the day-care stage, being able to extract from this an important reflective document in political, practical and academic terms, which could contribute to confront the significant discrepancies about conceptions in day care, as well as giving visibility to the example of RAM as a possible conceptual model to be followed at the level of ECE.
The understanding of the current characteristics of Early Childhood Education (ECE), specifically in day-care centers (0-3 years old), in Portugal, must take into account: the historical evolution; regional and national educational and curriculum policies; the different curricular and pedagogical perspectives addressed by several national and international researchers; the formation, conceptions and practices of educators in context. In this framework, with the present investigation, through a case study of an ethnographic nature, we intend to answer the following research question: how a pedagogical practice in a day-care in the Autonomous Region of Madeira (RAM) is characterized? Observing and listening to the voice of the educator under study, which included the pedagogical routine, her life stories, her narratives of practice, her perspectives, her fundamentals, her conceptions, paved the way for the creation of reflective spaces. This reflexivity in, for and about the practice allied to training, supervision and leadership indicate promoting the construction of new knowledge, the transformation of practices, the change of paradigms. Sensitivity is noticed for carrying out smooth, harmonious and cooperative educational transitions. There are efforts to improve the learning and development opportunities that are offered to babies, children, professionals and families, thinking and doing differently and in a different way, grounded with processes of change and praxiological transformation towards Pedagogical Innovation. This research is allowed unveil of the conceptions and practice of an educator in a day-care in RAM, as well as confronting the regional legislation with the national one about the day-care stage, being able to extract from this an important reflective document in political, practical and academic terms, which could contribute to confront the significant discrepancies about conceptions in day care, as well as giving visibility to the example of RAM as a possible conceptual model to be followed at the level of ECE.
Description
Keywords
Creche Conceções Prática pedagógica Educadores Pedagogia na infância Inovação pedagógica Madeira (Portugal) Day-care center Conceptions Pedagogical practice Educators Childhood pedagogy Pedagogical innovation Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais