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Promoção da Cidadania Ativa na Educação Pré-Escolar
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O presente Relatório Final de Estágio, realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, denominado Promoção da Cidadania Ativa na Educação Pré-Escolar, expõe uma reflexão crítica e fundamentada alusiva ao percurso formativo efetuado em contexto de prática supervisionada, articulando teoria, prática e investigação. Na primeira parte, procedemos à análise reflexiva das experiências vividas no 1.º Ciclo do Ensino Básico e na Educação Pré-Escolar, demonstrando o desenvolvimento de competências profissionais, de acordo com os Padrões de Desempenho Docente. Destacamos a importância da diferenciação pedagógica, da planificação intencional e da relação pedagógica baseada na inclusão e na empatia, assim como da utilização de estratégias lúdicas e ativas promotoras de aprendizagens significativas. A prática reflexiva contínua mostrou-se decisiva na consolidação da identidade profissional e numa melhoria da intervenção educativa. A segunda parte engloba o trabalho de investigação, de natureza quantitativa, focado na promoção da cidadania ativa na educação pré-escolar e sua importância no desenvolvimento global das crianças. Através da aplicação de questionários a educadores de infância, analisámos conceções, práticas e intencionalidades educativas referentes ao desenvolvimento de competências éticas, cívicas e sociais. Os resultados demonstram o reconhecimento da importância da cidadania desde a infância, assim como a necessidade de uma intervenção pedagógica consciente, baseada nos documentos orientadores e nas Orientações Curriculares para a Educação Pré-Escolar. Concluímos que a promoção de uma cidadania ativa, integra um eixo estruturante da ação educativa, contribuindo desse modo para a formação de crianças participativas, autónomas e socialmente responsáveis.
This Final Internship Report, carried out within the scope of the Master's Degree in PreSchool Education and Teaching of the 1st Cycle of Basic Education, called Promotion of Active Citizenship in Pre-School Education, exposes a critical and reasoned reflection alluding to the training path carried out in the context of supervised practice, articulating theory, practice and research. In the first part, we proceed to the reflective analysis of the experiences lived in the 1st Cycle of Basic Education and in Pre-School Education, demonstrating the development of professional skills, according to the Teacher Performance Standards. We highlight the importance of pedagogical differentiation, intentional planning and the pedagogical relationship based on inclusion and empathy, as well as the use of playful and active strategies that promote meaningful learning. Continuous reflective practice proved to be decisive in the consolidation of professional identity and in an improvement of educational intervention. The second part encompasses the research work, of a quantitative nature, focused on the promotion of active citizenship in pre-school education and its importance in the global development of children. Through the application of questionnaires to kindergarten teachers, we analysed educational conceptions, practices and intentions regarding the development of ethical, civic and social skills. The results demonstrate the recognition of the importance of citizenship since childhood, as well as the need for a conscious pedagogical intervention, based on guiding documents and Curricular Guidelines for Pre-School Education. We conclude that the promotion of active citizenship is part of a structuring axis of educational action, thus contributing to the formation of participatory, autonomous and socially responsible children.
This Final Internship Report, carried out within the scope of the Master's Degree in PreSchool Education and Teaching of the 1st Cycle of Basic Education, called Promotion of Active Citizenship in Pre-School Education, exposes a critical and reasoned reflection alluding to the training path carried out in the context of supervised practice, articulating theory, practice and research. In the first part, we proceed to the reflective analysis of the experiences lived in the 1st Cycle of Basic Education and in Pre-School Education, demonstrating the development of professional skills, according to the Teacher Performance Standards. We highlight the importance of pedagogical differentiation, intentional planning and the pedagogical relationship based on inclusion and empathy, as well as the use of playful and active strategies that promote meaningful learning. Continuous reflective practice proved to be decisive in the consolidation of professional identity and in an improvement of educational intervention. The second part encompasses the research work, of a quantitative nature, focused on the promotion of active citizenship in pre-school education and its importance in the global development of children. Through the application of questionnaires to kindergarten teachers, we analysed educational conceptions, practices and intentions regarding the development of ethical, civic and social skills. The results demonstrate the recognition of the importance of citizenship since childhood, as well as the need for a conscious pedagogical intervention, based on guiding documents and Curricular Guidelines for Pre-School Education. We conclude that the promotion of active citizenship is part of a structuring axis of educational action, thus contributing to the formation of participatory, autonomous and socially responsible children.
Descrição
Palavras-chave
Cidadania educação para a cidadania cidadania ativa educação préescolar desenvolvimento global Citizenship citizenship education active citizenship pre-school education global development