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Práticas educativas na educação de infância: desconstrução do paradigma do lápis cor de pele
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| 2.27 MB | Adobe PDF |
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Abstract(s)
Este relatório final da Prática de Ensino Supervisionada (PES) ilustra o percurso formativo desenvolvido durante o Mestrado em Educação Pré-escolar, de modo particular o percurso vivido no período de estágio na creche e no Jardim de Infância de uma Instituição Particular de Solidariedade Social da cidade de Ponte de Sor, distrito de Portalegre.
A investigação-ação que norteou o percurso formativo durante a PES focou-se nos fundamentos e princípios educativos na educação de infância, na justiça social e na igualdade de oportunidades, abordando a temática da multiculturalidade e interculturalidade. Por estarmos perante chavões sociais ainda muito presentes na sociedade atual, tenta-se, no decorrer da ação, compreender o papel da família e a ação dos contextos educativos formais (creche e Jardim de Infância) em todo o processo.
Ao longo deste relatório são apresentadas as atividades implementadas durante a Prática de Ensino Supervisionada, bem como é feita uma análise reflexiva das mesmas. As atividades realizadas foram devidamente fundamentadas nas Orientações Curriculares para a Educação Pré-escolar vigentes em Portugal bem como nas necessidades e nas curiosidades dos grupos de crianças da sala de creche e de Jardim de Infância.
Todo o percurso permitiu que se concluísse sobre a importância de uma ação educativa planeada e organizada numa perspetiva multicultural e intercultural. Embora a família seja uma forte influência na identidade social e na construção da consciência étnica e cultural das crianças, as vivências educativas experienciadas em contexto de educação de infância são também fundamentais para que as crianças possam (re)construir opiniões positivas e não discriminatórias na sua relação com os outros.
This final report of the Supervised Teaching Practice illustrates the training path developed during the Master in Pre-school Education, in particular the path experienced during the internship period at the day care center and kindergarten of a Private Institution of Social Solidarity in the city of Ponte de Sor, Portalegre district. The action research that guided the training course during Supervised Teaching Practice focused on the fundamentals and educational principles in early childhood education, social justice and equal opportunities, addressing the theme of multiculturality and interculturality. As we are faced with social buzzwords that are still very present in today's society, we try, in the course of the action, to understand the role of the family and the action of formal educational contexts (day care and kindergarten) throughout the process. Throughout this report, the activities implemented during the Supervised Teaching Practice are presented, as well as a reflexive analysis of them. The activities carried out were duly based on the Curricular Guidelines for Pre-school Education in force in Portugal, as well as on the needs and curiosities of the groups of children in the nursery and kindergarten room. The entire route allowed us to conclude about the importance of an educational action planned and organized from a multicultural and intercultural perspective. Although the family is a strong influence on the social identity and on the construction of children's ethnic and cultural awareness, the educational experiences experienced in the context of early childhood education are also fundamental so that children can (re) construct positive and non-discriminatory opinions in their relationship with others.
This final report of the Supervised Teaching Practice illustrates the training path developed during the Master in Pre-school Education, in particular the path experienced during the internship period at the day care center and kindergarten of a Private Institution of Social Solidarity in the city of Ponte de Sor, Portalegre district. The action research that guided the training course during Supervised Teaching Practice focused on the fundamentals and educational principles in early childhood education, social justice and equal opportunities, addressing the theme of multiculturality and interculturality. As we are faced with social buzzwords that are still very present in today's society, we try, in the course of the action, to understand the role of the family and the action of formal educational contexts (day care and kindergarten) throughout the process. Throughout this report, the activities implemented during the Supervised Teaching Practice are presented, as well as a reflexive analysis of them. The activities carried out were duly based on the Curricular Guidelines for Pre-school Education in force in Portugal, as well as on the needs and curiosities of the groups of children in the nursery and kindergarten room. The entire route allowed us to conclude about the importance of an educational action planned and organized from a multicultural and intercultural perspective. Although the family is a strong influence on the social identity and on the construction of children's ethnic and cultural awareness, the educational experiences experienced in the context of early childhood education are also fundamental so that children can (re) construct positive and non-discriminatory opinions in their relationship with others.
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Keywords
Educação de infância Multiculturalidade Cor da pele Preschool education Nursery Multiculturality Skin color