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Entre o internacional e o local: a educação de infância na encruzilhada das políticas de globalização: um estudo de caso na Ilha da Madeira
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| 113.74 MB | Adobe PDF |
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Abstract(s)
O currículo é, indubitavelmente, o mentor da aprendizagem. No caso específico da educação de infância (EI) é coconstruído pelo educador, pelo que é por demais importante que, ao contextualizá-lo, ele reflita, de forma crítica e construtiva, sobre quais os conhecimentos, importantes ou válidos, que merecem fazer parte do currículo, sobre quem deve estar envolvido nesta coconstrução e, ainda, pensar sobre a importância de se dar tempo às crianças para interiorizarem as aprendizagens. Assim, este estudo inicia com a apresentação de uma revisão literária sobre a essência dos conceitos em torno do campo específico da EI rumo ao porto de chegada, onde desenvolvemos uma reflexão ancorada na proposta de um currículo-sem-tempo, por forma a dar tempo à criança para construir a sua identidade, subjetividade, interesses e aprendizagens profundas e significativas. Recorremos à realização de dois estudos empíricos, um de natureza documental (Afonso, 2005; Bardin, 1979; Bogdan & Biklen, 1994; Albarello, Digneffe, Hiernaux, Maroy, Ruquoy & Saint-Georges, 2011), e outro de índole interpretativa (Denzin & Lincoln, 2006; Bogdan & Biklen, 1994; Bogdan & Taylor, 1986; Lapassade, 2001), de dimensão de estudo de caso de natureza etnográfica (Fino, 2008b; Morgado, 2013;Vasconcelos, 1997, 2016; Sousa, 1997, 2000; Stake, 2012; Woods, 1999), através da observação participante, em contexto natural de jardim de infância, das práticas de uma educadora, a nível local, na Região Autónoma da Madeira, relativamente ao modo como interpreta as orientações e as implementa e como explora o envolvimento da criança e famílias na construção e gestão do currículo. Como resultado deste estudo, relevamos a necessidade de o educador descartar as abordagens behavioristas, caracterizadas por uma educação altamente estruturada e centrada na transmissão de conhecimentos, para dar uma resposta adequada ao grande desafio que se coloca atualmente - (re)construir propostas curriculares únicas e contextualizadas aos interesses, desejos e necessidades da criança, família e comunidade local e não uma única proposta para todas as crianças. É igualmente importante que se desenhe uma proposta curricular de aprendizagem onde a criança assuma um papel ativo, mediante um pensar lento, crítico e autêntico, e que lhe seja dado tempo para (re)construir o seu conhecimento, atitudes e habilidades, num ambiente rico em nutrientes cognitivos, tornando-a, desta forma, construtora do seu próprio processo de desenvolvimento e aprendizagem.
The curriculum is definitely the learning mentor. In the specific case of childhood education (CE), it is co-constructed by the educator, so it is important that in contextualizing it, it reflects, critically and constructively, on what knowledge, important or valid, that deserves to be part of the curriculum, about who should be involved in this co-construction and to think about the importance of giving children time to internalize learning. Thus, this study begins with the presentation of a literary review on the essence of the concepts around the specific field of CE towards the port of arrival, where we developed a reflection anchored in the proposal of a curriculum-without-time, in order to give time to the children to build their identity, subjectivity, interests and deep and meaningful learning. We have made two empirical studies, one of documentary nature (Afonso, 2005; Bardin, 1979; Bogdan & Biklen, 1994; Albarello, Digneffe, Hiernaux, Maroy, Ruquoy & Saint-Georges, 2011), and another one of an interpretive nature (Denzin & Lincoln, 2006; Bogdan & Biklen, 1994; Bogdan & Taylor, 1986; Lapassade, 2001), that is, an ethnographic case study (Fino, 2008b; Morgado, 2013;Vasconcelos, 1997, 2016; Sousa, 1997, 2000; Stake, 2012; Woods, 1999), through the observation, in the natural context of kindergarten, of the practices of an educator, locally, in the Região Autónoma da Madeira, concerning the way how she interprets the guidelines and implements them and explores the involvement of children and families in the construction and management of the curriculum. Regarding the results of this study, we highlight the need of the educator to discard behaviorist approaches, characterized by a highly structured education focused on the transmission of knowledge, in order to respond adequately to the current great challenge - (re)construct unique curricular proposals and contextualized to the interests, desires and needs of the child, family and local community and not a single proposal for all children. It is equally important to draw up a curriculum proposal for learning where the child takes an active role through slow, critical and authentic thinking, with time to (re)build his/her knowledge, attitudes and skills in a rich environment of cognitive nutrients, in order to be a constructor of his/her own process of development and learning.
The curriculum is definitely the learning mentor. In the specific case of childhood education (CE), it is co-constructed by the educator, so it is important that in contextualizing it, it reflects, critically and constructively, on what knowledge, important or valid, that deserves to be part of the curriculum, about who should be involved in this co-construction and to think about the importance of giving children time to internalize learning. Thus, this study begins with the presentation of a literary review on the essence of the concepts around the specific field of CE towards the port of arrival, where we developed a reflection anchored in the proposal of a curriculum-without-time, in order to give time to the children to build their identity, subjectivity, interests and deep and meaningful learning. We have made two empirical studies, one of documentary nature (Afonso, 2005; Bardin, 1979; Bogdan & Biklen, 1994; Albarello, Digneffe, Hiernaux, Maroy, Ruquoy & Saint-Georges, 2011), and another one of an interpretive nature (Denzin & Lincoln, 2006; Bogdan & Biklen, 1994; Bogdan & Taylor, 1986; Lapassade, 2001), that is, an ethnographic case study (Fino, 2008b; Morgado, 2013;Vasconcelos, 1997, 2016; Sousa, 1997, 2000; Stake, 2012; Woods, 1999), through the observation, in the natural context of kindergarten, of the practices of an educator, locally, in the Região Autónoma da Madeira, concerning the way how she interprets the guidelines and implements them and explores the involvement of children and families in the construction and management of the curriculum. Regarding the results of this study, we highlight the need of the educator to discard behaviorist approaches, characterized by a highly structured education focused on the transmission of knowledge, in order to respond adequately to the current great challenge - (re)construct unique curricular proposals and contextualized to the interests, desires and needs of the child, family and local community and not a single proposal for all children. It is equally important to draw up a curriculum proposal for learning where the child takes an active role through slow, critical and authentic thinking, with time to (re)build his/her knowledge, attitudes and skills in a rich environment of cognitive nutrients, in order to be a constructor of his/her own process of development and learning.
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Keywords
Educação de infância Currículo Prática pedagógica Conhecimento Tempo Aprendizagem profunda e significativa Childhood education Curriculum Pedagogical practice Knowledge Time Deep and meaningful learning Ciências da Educação, especialidade de Currículo . Faculdade de Ciências Sociais