À procura de uma identidade: modelos pedagógicos e curriculares em educação de infância
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Data
2009
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Resumo
Que Modelos Pedagógicos e Curriculares em Educação de Infância como base de uma identidade profissional é a nossa perspectiva ao expormos nesta dissertação um discurso que decorre das experiências profissionais dos próprios e dos pares, partindo à procura de referenciais teóricos para a construção e sustentação das práticas. No texto desta dissertação procurou-se dar visibilidade ao processo vivido que permanentemente misturou teoria e prática. Assim, após a apresentação do problema falamos da metodologia abordando de seguida teoricamente o currículo; continuamos com a apresentação da parte prática. Nesta, através do estudo de caso, um aspecto particular da realidade, recorrendo à observação participante e não participante, assim como à observação documental (directa e não directa) e aos discursos dos Educadores, verificamos diferentes pontos de vista dos profissionais face à sua actividade. Nela apresentamos ainda fragmentos da nossa própria experiência, numa procura de distanciamento ao confrontá-los na discussão de dados com o outro material recolhido. Na abordagem teórica tentamos deixar a nu as raízes e as influências visíveis nas nossas práticas como Educadores de Infância. Falamos de modelo, modelo pedagógico, fazendo uma viagem pela história da educação, e modelo curricular. Expomos de seguida o Método João de Deus, os Modelos High/ Scope, Reggio Emilia, Movimento da Escola Moderna, as Pedagogias de Situação, de Projecto e de Participação. Abordamos ainda as chamadas Práticas Indiferenciadas. A seguir, tendo já em perspectiva uma identidade, partilhamos uma experiência profissional que reconhece também a influência de todo o material trabalhado durante o estudo, mas fora dele. Faz-se a discussão de dados e antes das considerações finais, assumimos princípios essenciais da prática com a qual já nos identificamos. Pensamos que a bibliografia apresentada traduz os esforços que fizemos para fundamentar as nossas opções.
Which pedagogic and curricular models in childhood education, as base of a professional identity, is our perspective by exposing in this dissertation a speech that results from the professional experience of the educators themselves and the education pair as well, looking for theoretical references for the construction and support of the practices. The dissertation was pursued in a direction that enabled the visibility of process in reality, which mixed, permanently, theory and practice. Thus, after the problematic has been presented, the methodology is discussed by addressing, theoretically, the curriculum first and, then, by presenting the experimental section. In the latter one, through the case study, one particular aspect of reality, by the participating and non-participating observations, as well as the documented observation (direct and non-direct) and the educators’ speeches, we verified different points-of-view from the professionals, regarding their activities. In addition, inputs from our own experience are presented, in a search for an outside perspective, by confronting them, during the discussion, with other collected material. In the theoretical approach, it has been attempted to expose the visible roots and influences in the educators’ practices as childhood educators. The pedagogic model is discussed by taking into consideration the education history and the curricular models. The João de Deus’s method as well as the models of High/Scope, Reggio Emilia, Modern School Movement, Pedagogies of Situation, Project and Participation, were also considered. The Undifferentiated Practices were approached likewise. Then, having in perspective an identity, it was shared a professional experience that recognized the influence of not only the material resulted from the study, but also from outside of the study as well. A text, assuming the essential principles in the practice to which we already identify with as educators, comes after the data discussion but before the final considerations. Finally, the presented bibliography supports the efforts in the substantiation of the taken options.
Which pedagogic and curricular models in childhood education, as base of a professional identity, is our perspective by exposing in this dissertation a speech that results from the professional experience of the educators themselves and the education pair as well, looking for theoretical references for the construction and support of the practices. The dissertation was pursued in a direction that enabled the visibility of process in reality, which mixed, permanently, theory and practice. Thus, after the problematic has been presented, the methodology is discussed by addressing, theoretically, the curriculum first and, then, by presenting the experimental section. In the latter one, through the case study, one particular aspect of reality, by the participating and non-participating observations, as well as the documented observation (direct and non-direct) and the educators’ speeches, we verified different points-of-view from the professionals, regarding their activities. In addition, inputs from our own experience are presented, in a search for an outside perspective, by confronting them, during the discussion, with other collected material. In the theoretical approach, it has been attempted to expose the visible roots and influences in the educators’ practices as childhood educators. The pedagogic model is discussed by taking into consideration the education history and the curricular models. The João de Deus’s method as well as the models of High/Scope, Reggio Emilia, Modern School Movement, Pedagogies of Situation, Project and Participation, were also considered. The Undifferentiated Practices were approached likewise. Then, having in perspective an identity, it was shared a professional experience that recognized the influence of not only the material resulted from the study, but also from outside of the study as well. A text, assuming the essential principles in the practice to which we already identify with as educators, comes after the data discussion but before the final considerations. Finally, the presented bibliography supports the efforts in the substantiation of the taken options.
Descrição
Dissertação de mestrado em Educação
Palavras-chave
Educação pré-escolar , Métodos pedagógicos , Currículos , Prática pedagógica