Educação pré-escolar itinerante: abordagens e perspectivas
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2004
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Esta investigação pretende analisar um programa de educação de infância, concebido para abranger crianças que vivem em zonas rurais de população dispersa, sem possibilidades de acesso ao Jardim-de-infância formal.
O quotidiano em comunidades rurais relativamente isoladas origina a privação de grande parte da estimulação e das oportunidades acessíveis a crianças residentes em zonas de maior densidade populacional. Assim, e para colmatar esta lacuna, surge o programa de educação de infância itinerante em 1988.
Primeiramente neste estudo, alude-se à evolução histórica da educação de infância e às várias formas e funções que foi tomando ao longo do tempo. O paradigma da autonomia da educação de infância e o da sua utilidade vão-se progressivamente desenvolvendo. À função caritativa e assistencial vai-se impondo a função educativa.
O presente estudo tem por objectivo ouvir a voz dos actores e repensar o significado desta modalidade na actualidade.
Com base nos resultados obtidos, concluí-se que a educação de infância itinerante assume grande relevância e é um meio imprescindível para levar a educação de infância aos meios mais isolados, resultando daí uma maior ligação da criança ao meio e favorecendo a igualdade de oportunidades para que o Direito Universal de acesso à educação seja uma realidade, mesmo nos lugares mais recônditos do País.
Cette recherche a pour but l’analyse d’un programme d’éducation d’enfance, conçu pour recouper les enfants qui vivent dans des milieux ruraux, dont la population est éparse et n’ayant pas la possibilité d’accéder aux Jardins d’Enfance formels. La vie quotidienne dans des communautés rurales assez isolées provoque la privation d’une grande partie de la stimulation et des opportunités accessibles à des enfants résidents dans des zones de plus grande densité de population. Ainsi, et pour colmater cette lacune surgit en 1988 le programme d´éducation d’enfance itinérant. Dans cette étude, nous faisons allusion, en premier lieu, à l’évolution historique de l’éducation d’enfance et aux différentes formes et fonctions qu’elle a subies dans le temps. Le paradigme de l’autonomie d’éducation d’enfance et son utilité se développent donc progressivement. La fonction éducative commence alors à s’opposer à la function caricative e d’assistence. Cette étude a donc pour objectif d’écouter la voix des acteurs et de repenser à la signification de cette modalité dans l’actualité. Ayant pour base les résultats obtenus, on conclut que l’éducation d’enfance itinérante joue un grand rôle et que c’est un moyen indispensable pour apporter l’éducation d’enfance à des milieux isoles, ce qui permet une plus grande relation entre l’enfant et son millieu et en même temps favorise l’égalité d’opportunités, afin que le Droit Universel d’accès à l’éducation soit une réalité même dans les endroits les plus cachés du pays.
This research aims at analysing a pre-school program created to include children living in rural areas with scattered population and without any possibility of access to a formal Pre-School setting. The daily routine of rural communities, which are relatively isolated, causes deprivation of great part of the stimulation and opportunities available to children who reside in areas that have a higher population density. As such, in order to fill this gap, the itinerant pre-school program was created in 1988. Firstly, in this study we refer to the historical evolution of pre-school education and to the various forms and functions it has acquired over the years. The paradigm between the autonomy of pre-school education and its use has developed progressively. The educational function has been taking over the function of charity and of assistance. The present study aims at listening to the participants’ voices and rethinking the meaning of this type of education in present times. Based on the results obtained, we conclude that itinerant pre-school education is of great importance and essential in order to take pre-school education to isolated areas. This results in a greater attachment between the child and its environment, favouring equal opportunities so that the Universal Right of access to education becomes a reality, even in the most isolated regions of the country.
Cette recherche a pour but l’analyse d’un programme d’éducation d’enfance, conçu pour recouper les enfants qui vivent dans des milieux ruraux, dont la population est éparse et n’ayant pas la possibilité d’accéder aux Jardins d’Enfance formels. La vie quotidienne dans des communautés rurales assez isolées provoque la privation d’une grande partie de la stimulation et des opportunités accessibles à des enfants résidents dans des zones de plus grande densité de population. Ainsi, et pour colmater cette lacune surgit en 1988 le programme d´éducation d’enfance itinérant. Dans cette étude, nous faisons allusion, en premier lieu, à l’évolution historique de l’éducation d’enfance et aux différentes formes et fonctions qu’elle a subies dans le temps. Le paradigme de l’autonomie d’éducation d’enfance et son utilité se développent donc progressivement. La fonction éducative commence alors à s’opposer à la function caricative e d’assistence. Cette étude a donc pour objectif d’écouter la voix des acteurs et de repenser à la signification de cette modalité dans l’actualité. Ayant pour base les résultats obtenus, on conclut que l’éducation d’enfance itinérante joue un grand rôle et que c’est un moyen indispensable pour apporter l’éducation d’enfance à des milieux isoles, ce qui permet une plus grande relation entre l’enfant et son millieu et en même temps favorise l’égalité d’opportunités, afin que le Droit Universel d’accès à l’éducation soit une réalité même dans les endroits les plus cachés du pays.
This research aims at analysing a pre-school program created to include children living in rural areas with scattered population and without any possibility of access to a formal Pre-School setting. The daily routine of rural communities, which are relatively isolated, causes deprivation of great part of the stimulation and opportunities available to children who reside in areas that have a higher population density. As such, in order to fill this gap, the itinerant pre-school program was created in 1988. Firstly, in this study we refer to the historical evolution of pre-school education and to the various forms and functions it has acquired over the years. The paradigm between the autonomy of pre-school education and its use has developed progressively. The educational function has been taking over the function of charity and of assistance. The present study aims at listening to the participants’ voices and rethinking the meaning of this type of education in present times. Based on the results obtained, we conclude that itinerant pre-school education is of great importance and essential in order to take pre-school education to isolated areas. This results in a greater attachment between the child and its environment, favouring equal opportunities so that the Universal Right of access to education becomes a reality, even in the most isolated regions of the country.
Descrição
Dissertação de Mestrado em Ciências da Educação, na área de especialização de História e Problemas Actuais da Educação.
Palavras-chave
Educação pré – escolar