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Pedagogia diferenciada na Educação de Infância: trajetórias do vivido nos contextos de estágio
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| 2.53 MB | Adobe PDF |
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Abstract(s)
O presente relatório tem como objetivo principal compreender de que modo os profissionais de educação promovem, nos contextos de educação de infância, uma pedagogia diferenciada tendo em conta a diversidade de crianças que os frequenta e que têm caraterísticas, necessidades e interesses próprios. A abordagem metodológica do estudo rege-se pelos fundamentos da investigação qualitativa, orientada pelos princípios da investigação-ação. O estudo empírico realizou-se em dois estabelecimentos educativos – em creche e em jardim de infância – onde realizei os estágios e teve a participação de toda a comunidade educativa: as educadoras cooperantes, as auxiliares de ação educativa, o grupo de crianças e respetivas famílias. Para a recolha de informação realizei observações participantes, entrevistas, conversas informais e pesquisa documental. Evidencio tudo o que vivenciei ao longo das minhas intervenções nos contextos onde estive inserida, as aprendizagens realizadas e as dificuldades sentidas. Nas considerações finais foram evidenciadas reflexões sobre experiências pessoais e sobre a importância do papel do educador para a construção de um contexto educativo de todos para todos. A minha intervenção teve como intuito dar repostas diversificadas, indo ao encontro do grupo e de cada criança individualmente. Assim, concluí que a pedagogia diferenciada é uma prática de complexa execução, mas não impossível. É fulcral a existência de parcerias funcionais entre todos os intervenientes, de forma a contribuir para a inclusão de todas as crianças. O conhecimento que fui adquirindo sobre os contextos educativos fizeram-me intervir de forma assertiva e fundamentada, no sentido de conseguir uma mudança na atitude de algumas crianças, em relação aos seus relacionamentos com os colegas. Em suma, este trabalho permitiu chegar a algumas conclusões, nomeadamente, de que é possível e importante, para o desenvolvimento da criança: i) aplicar a pedagogia diferenciada nos contextos educativos, ii) incluir todas as crianças, consoante o ritmo de aprendizagem, iii) tentar várias vezes, sem ter medo de errar para que ninguém fique sem aprender, iv) dar oportunidade a todos para que façam aprendizagens significativas.
The main objective of this report is to understand how education professionals promote, in the context of early childhood education, a differentiated pedagogy taking into account the diversity of the children and their individual characteristics, needs and interests. A qualitative research, guided by the principles of action research has been used as methodological approach for the study. The empirical study was carried out in two educational establishments - a kids’ nursery and in a kindergarten - where it been carried out the internships and engaged with the entire educational community, from the cooperating educators, the assistants of educational action, the group of children and their families. For the data collection tools used were the participant observations, interviews, informal conversations and documentary research. The analysis and conclusions from the study are influenced by experienced during our interventions, the lessons learned and the difficulties felt. In the final considerations, it has been established evidences from reflections on personal experiences and on the importance of the role of the educator for the construction of an educational context for all. Our interventions were intended to provide specific answers to targeted group and friendly to each individual child. Thus, it’s been concluded that differentiated pedagogy is a very complex practice in execution. The existence of functional partnerships between all stakeholders is crucial, in order to contribute to the inclusion of all children. The lessons learned about the educational contexts made the intervention more assertive and grounded, in order to achieve a change in the attitude of some children, in relation to their relationships with colleagues. In short, this work allowed us to reach some conclusions, namely, that it is possible and important for the development of the child: i) to apply differentiated pedagogy in educational contexts, ii) to include all children, depending on their needs of learning, iii) try several times, without being afraid of making mistakes so that no one is left behind, and iv) giving everyone the opportunity to make meaningful learning.
The main objective of this report is to understand how education professionals promote, in the context of early childhood education, a differentiated pedagogy taking into account the diversity of the children and their individual characteristics, needs and interests. A qualitative research, guided by the principles of action research has been used as methodological approach for the study. The empirical study was carried out in two educational establishments - a kids’ nursery and in a kindergarten - where it been carried out the internships and engaged with the entire educational community, from the cooperating educators, the assistants of educational action, the group of children and their families. For the data collection tools used were the participant observations, interviews, informal conversations and documentary research. The analysis and conclusions from the study are influenced by experienced during our interventions, the lessons learned and the difficulties felt. In the final considerations, it has been established evidences from reflections on personal experiences and on the importance of the role of the educator for the construction of an educational context for all. Our interventions were intended to provide specific answers to targeted group and friendly to each individual child. Thus, it’s been concluded that differentiated pedagogy is a very complex practice in execution. The existence of functional partnerships between all stakeholders is crucial, in order to contribute to the inclusion of all children. The lessons learned about the educational contexts made the intervention more assertive and grounded, in order to achieve a change in the attitude of some children, in relation to their relationships with colleagues. In short, this work allowed us to reach some conclusions, namely, that it is possible and important for the development of the child: i) to apply differentiated pedagogy in educational contexts, ii) to include all children, depending on their needs of learning, iii) try several times, without being afraid of making mistakes so that no one is left behind, and iv) giving everyone the opportunity to make meaningful learning.
Description
Keywords
Práticas Pedagógicas Educação de Infância Aprendizagem Pedagogia Diferenciada Inclusão Pedagogical Practices Childhood Education Learning Differentiated Pedagogy Inclusion