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As histórias infantis como recurso pedagógico para a compreensão da diversidade das crianças
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| 1.5 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório realizado no âmbito do Mestrado em Educação Pré-Escolar tem como principal objetivo perceber de que modo as histórias infantis podem ser mobilizadas como um recurso pedagógico para a compreensão, acolhimento e valorização da diversidade das crianças. A metodologia utilizada alicerça-se na investigação qualitativa e é orientada pelos princípios da investigação-ação. A investigação foi realizada em dois contextos educativos de estágio, creche e de jardim de infância. Para que este estudo fosse possível contou com a participação das educadoras e das crianças, destas últimas através das atividades que realizei com elas. Para a recolha de informação recorri a várias técnicas e instrumentos, nomeadamente observações participantes, entrevistas semiestruturadas, pesquisa documental, conversas informais, reflexões cooperadas, registos multimédia e notas de campo.
Com base nas experiências dos estágios procurei evidenciar o que vivi e aprendi junto das crianças e das equipas pedagógicas, bem como as dificuldades sentidas e a forma como as mesmas foram ultrapassadas. A análise e interpretação de todas as informações recolhidas, bem como as intervenções realizadas, permitiu compreender que o educador tem um papel crucial no que diz respeito ao acolhimento, compreensão e à valorização da diversidade das crianças, mas para tal, necessita de conhecer verdadeiramente o grupo de crianças e a história de vida de cada uma. Neste sentido, é primordial escutá-las e valorizá- las, de forma a permitir a construção de ambientes educativos inclusivos. Através das intervenções realizadas, constatei que as histórias são um bom recurso pedagógico para se explorar a diversidade das crianças no que respeita às diferentes formas de ser e de aprender das crianças, uma vez que através delas se pode evidenciar a individualidade de cada criança, compreendê-la, respeitá-la e proporcionar-lhes espaços de participação em todos os processos de aprendizagem e desenvolvimento.
The main objective of this report, which is part of the Master's in Preschool Education, is to understand how children's stories can be used as a pedagogical resource for understanding, welcoming and valuing children's diversity. The methodology used is based on qualitative research and is guided by the principles of action research. The research was carried out in two educational internship contexts, daycare, and kindergarten. For this study to be possible, the educators and the children participated, the latter through the activities I carried out with them. To collect information, I used several techniques and instruments, namely participant observation, semi-structured interviews, documentary research, informal conversations, cooperative reflections, multimedia records and field notes. Based on the experiences of the internships I tried to highlight what I lived and learned with the children and the pedagogical teams, as well as the difficulties experienced and how they were overcome. The analysis and interpretation of all the information collected, as well as the interventions made, allowed me to understand that the educator has a crucial role in welcoming, understanding and valuing the diversity of children, but for that, he/she needs to really know the group of children and the life story of each one. In this sense, it is essential to listen to them and value them, in order to allow the construction of inclusive educational environments. Through the interventions carried out, I found that stories are a good pedagogical resource to explore the diversity of children in terms of the different ways of being and learning, since through them it is possible to highlight the individuality of each child, understand and respect them and provide them with spaces to participate in all learning and development processes.
The main objective of this report, which is part of the Master's in Preschool Education, is to understand how children's stories can be used as a pedagogical resource for understanding, welcoming and valuing children's diversity. The methodology used is based on qualitative research and is guided by the principles of action research. The research was carried out in two educational internship contexts, daycare, and kindergarten. For this study to be possible, the educators and the children participated, the latter through the activities I carried out with them. To collect information, I used several techniques and instruments, namely participant observation, semi-structured interviews, documentary research, informal conversations, cooperative reflections, multimedia records and field notes. Based on the experiences of the internships I tried to highlight what I lived and learned with the children and the pedagogical teams, as well as the difficulties experienced and how they were overcome. The analysis and interpretation of all the information collected, as well as the interventions made, allowed me to understand that the educator has a crucial role in welcoming, understanding and valuing the diversity of children, but for that, he/she needs to really know the group of children and the life story of each one. In this sense, it is essential to listen to them and value them, in order to allow the construction of inclusive educational environments. Through the interventions carried out, I found that stories are a good pedagogical resource to explore the diversity of children in terms of the different ways of being and learning, since through them it is possible to highlight the individuality of each child, understand and respect them and provide them with spaces to participate in all learning and development processes.
Description
Keywords
Histórias Infantis Diversidade Individualidade Envolvimento e Participação Children's Stories Diversity Individuality Involvement and Participation