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Promover a inclusão em educação pré-escolar: o caso de um contexto educativo inspirado na pedagogia “Forest School”
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Abstract(s)
A presente dissertação explora o papel da pedagogia Forest School na promoção da inclusão na educação pré-escolar, através de um estudo de caso numa instituição baseada nesta abordagem educativa. A investigação visa compreender como a pedagogia Forest School pode contribuir para a promoção de práticas inclusivas na educação pré-escolar.
A metodologia adotada foi de natureza qualitativa, incluindo a aplicação de um inquérito por entrevista semiestruturada a educadores (orientadores), uma grelha de observação de práticas inclusivas e registos de observação livre realizados em várias visitas ao contexto educativo estudado. A análise dos dados permitiu identificar práticas centradas na criança, como o respeito pelo ritmo individual, o estímulo à participação ativa e a criação de um ambiente educativo inclusivo e enriquecedor.
Os resultados demonstram que a abordagem Forest School fomenta o desenvolvimento de competências sociais, cognitivas e emocionais, através de experiencias práticas e da interação com o ambiente natural. Verificou-se que esta metodologia promove a autonomia, a criatividade e o respeito pela diversidade, criando um espaço onde todas as crianças se sentem valorizadas e incluídas.
Conclui-se que a pedagogia Forest School representa uma alternativa pedagógica valiosa para a educação pré-escolar em Portugal, alinhando-se com os princípios das Orientações Curriculares para a Educação Pré-Escolar. Este modelo educativo destaca-se pela sua capacidade de integrar as crianças de forma plena e por proporcionar um ambiente onde o brincar e o contato com a natureza desempenham um papel central no processo de ensino e aprendizagem.
This dissertation explores the role of Forest School pedagogy in promoting inclusion in preschool education, through a case study in an institution based on this educational approach. The research aims to understand how Forest School pedagogy can contribute to the promotion of inclusive practices in preschool education. The methodology adopted was qualitative in nature, including the application of a semi-structured interview survey to educators (mentors), an observation grid of inclusive practices and free observation records carried out in several visits to the educational context studied. Data analysis allowed the identification of child-centered practices, such as respect for individual rhythm, encouragement of active participation and the creation of an inclusive and enriching educational environment. The results demonstrate that the Forest School approach fosters the development of social, cognitive and emotional skills, through practical experiences and interaction with the natural environment. It was found that this methodology promotes autonomy, creativity and respect for diversity, creating a space where all children feel valued and included. It is concluded that the Forest School pedagogy represents a valuable pedagogical alternative for pre-school education in Portugal, in line with the principles of the Curricular Guidelines for Pre-School Education. This educational model stands out for its ability to fully integrate children and for providing an environment where play and contact with nature play a central role in the teaching and learning process.
This dissertation explores the role of Forest School pedagogy in promoting inclusion in preschool education, through a case study in an institution based on this educational approach. The research aims to understand how Forest School pedagogy can contribute to the promotion of inclusive practices in preschool education. The methodology adopted was qualitative in nature, including the application of a semi-structured interview survey to educators (mentors), an observation grid of inclusive practices and free observation records carried out in several visits to the educational context studied. Data analysis allowed the identification of child-centered practices, such as respect for individual rhythm, encouragement of active participation and the creation of an inclusive and enriching educational environment. The results demonstrate that the Forest School approach fosters the development of social, cognitive and emotional skills, through practical experiences and interaction with the natural environment. It was found that this methodology promotes autonomy, creativity and respect for diversity, creating a space where all children feel valued and included. It is concluded that the Forest School pedagogy represents a valuable pedagogical alternative for pre-school education in Portugal, in line with the principles of the Curricular Guidelines for Pre-School Education. This educational model stands out for its ability to fully integrate children and for providing an environment where play and contact with nature play a central role in the teaching and learning process.
Description
Keywords
Educação Inclusão Forest School Brincar Natureza Education Inclusion Play Nature