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Um percurso de experiências, partilhas e aprendizagens em Educação de Infância e a descoberta das práticas de mindfulness
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| 3.32 MB | Adobe PDF |
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Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-Escolar do ano letivo 2020/2021 e 2021/2022, e divide-se em duas partes. A primeira parte está relacionada com a dimensão reflexiva inerente às práticas de ensino supervisionadas em contexto de Creche, Jardim de Infância I e II. Esta contém reflexões das aprendizagens, desafios, propostas sugeridas, projetos realizados, experiências vivenciadas e conquistas que ocorreram nos diferentes contextos educativos onde foram efetuadas as práticas. Abordam-se questões consideradas fulcrais como a rotina, a observação, a avaliação e o papel do educador e da criança em contexto de creche. Em contexto de Jardim de Infância, foca-se a metodologia de trabalho por projeto, a documentação pedagógica, o brincar com e na natureza. Também o papel da reflexão no desempenho profissional do educador de infância ganha relevância nesta dimensão.
A segunda parte diz respeito à dimensão investigativa efetuada numa instituição privada, no contexto de Jardim de Infância I. Foi desenvolvido um estudo de caráter qualitativo sobre o nível de envolvimento de 3 crianças, entre os 5 e 6 anos de idade, em propostas de mindfulness implementadas. Procurou-se perceber quais as estratégias de mindfulness que tiveram mais e menos envolvimento por parte das crianças participantes através da observação participante (com gravações videográficas e registo nas fichas de observação de envolvimento da criança de Laevers, 1994), de entrevistas semiestruturadas e da análise documental.
Os resultados obtidos permitem perceber que propostas de mindfulness onde é pedido algo mais concreto e onde as crianças têm maior liberdade de movimento possibilitam maior envolvimento. Nas propostas mais abstratas, onde é solicitado, por exemplo, que tenham consciência da sua respiração e/ou permaneçam imóveis, o nível de envolvimento por parte das crianças participantes parece menor.
This report was drawn up as part of the Master's Degree in Pre-School Education for the 2020/2021 and 2021/2022 academic years, and is divided into two parts. The first part is related to the reflective dimension inherent in supervised teaching practices in the context of Nursery School, Kindergarten I and II. It contains reflections on the learning, challenges, suggested proposals, projects carried out, experiences and achievements that took place in the different educational contexts where the practices were carried out. It addresses key issues such as routine, observation, evaluation and the role of the educator and the child in a nursery setting. In a kindergarten setting, the methodology of project work, pedagogical documentation and playing with and in nature are focused on. The role of reflection in the professional performance of the nursery teacher is also highlighted in this section. The second part concerns the research carried out in a private institution, in the context of Kindergarten I. It includes a qualitative study on the level of involvement of 3 children, aged between 5 and 6, in the mindfulness proposals implemented. The aim was to understand which mindfulness strategies had the most and least involvement from the participating children through participant observation (videotaped and recorded on the child involvement observation forms by Laevers, 1994), semi-structured interviews and document analysis. The results obtained show that mindfulness proposals where something more concrete is requested, where the children have greater freedom of movement, enable them to become more involved. In more abstract proposals, where they are asked, for example, to be aware of their breathing and/or remain still, the level of involvement on the part of the participating children seems lower. The final section presents the most revealing experiences of the master's student's academic career, which have enabled her to create her identity as a future educator.
This report was drawn up as part of the Master's Degree in Pre-School Education for the 2020/2021 and 2021/2022 academic years, and is divided into two parts. The first part is related to the reflective dimension inherent in supervised teaching practices in the context of Nursery School, Kindergarten I and II. It contains reflections on the learning, challenges, suggested proposals, projects carried out, experiences and achievements that took place in the different educational contexts where the practices were carried out. It addresses key issues such as routine, observation, evaluation and the role of the educator and the child in a nursery setting. In a kindergarten setting, the methodology of project work, pedagogical documentation and playing with and in nature are focused on. The role of reflection in the professional performance of the nursery teacher is also highlighted in this section. The second part concerns the research carried out in a private institution, in the context of Kindergarten I. It includes a qualitative study on the level of involvement of 3 children, aged between 5 and 6, in the mindfulness proposals implemented. The aim was to understand which mindfulness strategies had the most and least involvement from the participating children through participant observation (videotaped and recorded on the child involvement observation forms by Laevers, 1994), semi-structured interviews and document analysis. The results obtained show that mindfulness proposals where something more concrete is requested, where the children have greater freedom of movement, enable them to become more involved. In more abstract proposals, where they are asked, for example, to be aware of their breathing and/or remain still, the level of involvement on the part of the participating children seems lower. The final section presents the most revealing experiences of the master's student's academic career, which have enabled her to create her identity as a future educator.
Description
Keywords
Aprendizagens Propostas de mindfulness Desafios Mindfulness Envolvimento Educação Pré-escolar