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Publication
Para além da dicotomia cuidar/educar : sentidos e significados da intervenção no contexto de creche
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Tese | 2.87 MB | Adobe PDF | ||
| Apêndices | 1.31 MB | Adobe PDF |
Abstract(s)
No desenvolvimento do presente estudo colocámo-nos numa perspetiva heurística de compreensão dos sentidos e significados que as educadoras de infância atribuem às suas práticas pedagógicas, ou seja, como vivem e pensam a sua profissão no contexto de creche, bem como a(s) forma(s) como pensam a educação nesta valência e como se veem a si próprias enquanto educadoras no atendimento de crianças dos zero aos três anos. Em suma, como encaram o (seu) profissionalismo docente e a sua identidade profissional. Para conseguirmos esse entendimento procurámos aceder ao conhecimento de alguns traços das suas trajetórias pessoais e profissionais e dos contextos onde atuam. Do ponto de vista metodológico, o estudo inscreve-se num paradigma de natureza qualitativa e interpretativa com características de estudo de caso múltiplo. A incursão empírica realizou-se em três estabelecimentos educativos (rede privada e social), com a participação de seis educadoras de infância. Para a recolha da informação recorremos a observações, pesquisa documental, entrevistas semiestruturadas individuais e coletiva (focus group). A análise interpretativa da informação recolhida permitiu compreender que as educadoras de infância procuram atribuir à educação das crianças em contexto de creche uma especificidade teoricamente fundamentada, o que efetivam através da afirmação de uma intencionalidade da ação educativa e da procura permanente de construção de um discurso educacional, no sentido de ultrapassar a visão assistencialista da intervenção que tende a prevalecer. Tais processos são consubstanciados por interações humanas, através de uma intervenção revestida de sentido ético, afetividade, responsabilidade e respeito pelas crianças, famílias e equipas educativas. Atuam como facilitadoras das trocas sociais entre adultos e crianças, multiplicando-se em funções, pelo que têm necessidade de recorrer a diferentes domínios do saber. A valorização dos saberes construídos num diálogo permanente com a situação real, a construção de uma pedagogia articulada entre as equipas educativas e as famílias, a inovação na divulgação das práticas pedagógicas conduzem a traços identitários destas educadoras e singularizam a sua identidade profissional.
In the development of the present study we have placed in a heuristic perspective of awareness and meanings the senses and meanings that the nursery educators scribe to their pedagogical practices, that is, how they live and think their profession in the context of nursery, as well as how they think education in this context and how they see themselves as educators in the attendance of children between the ages of zero and three. In short, how they face (their) teaching and their professional identity. To achieve this understanding we have sought access to the knowledge of a few traces of their personal and professional trajectories and the contexts where they act. From the methodological point of view, the study is enrolled in a qualitative and interpretative paradigm with features of multiple study case. The empirical incursion took place in three educational institutions (private and social network), with the participation of six nursery educators For the collection of information we used notes, documentary research, semistructured individual and collective interviews (focus group). The interpretative analysis of the collected information allowed us to understand that the educators seek to allocate to the education of the children in the context of nursery educators a specificity theoretically based, which they accomplish through the affirmation of an intentionality of the educational action and the permanent search for the construction of an educational discourse, in order to overcome the assistencialist vision of the intervention that tends to prevail. Such processes are embodied by human interactions, through an intervention coated with ethical sense, affection, responsibility and respect for the children, families and educational teams. They act as facilitators of social exchanges between adults and children, being multiplied in functions, by the need to appeal to different areas of knowledge. The valorisation of knowledge built in a permanent dialogue with the real situation, the construction of an articulated education between educational teams and the families, the innovation in the spreading of pedagogical practices lead to identity traces of these educators and single out their professional identity.
In the development of the present study we have placed in a heuristic perspective of awareness and meanings the senses and meanings that the nursery educators scribe to their pedagogical practices, that is, how they live and think their profession in the context of nursery, as well as how they think education in this context and how they see themselves as educators in the attendance of children between the ages of zero and three. In short, how they face (their) teaching and their professional identity. To achieve this understanding we have sought access to the knowledge of a few traces of their personal and professional trajectories and the contexts where they act. From the methodological point of view, the study is enrolled in a qualitative and interpretative paradigm with features of multiple study case. The empirical incursion took place in three educational institutions (private and social network), with the participation of six nursery educators For the collection of information we used notes, documentary research, semistructured individual and collective interviews (focus group). The interpretative analysis of the collected information allowed us to understand that the educators seek to allocate to the education of the children in the context of nursery educators a specificity theoretically based, which they accomplish through the affirmation of an intentionality of the educational action and the permanent search for the construction of an educational discourse, in order to overcome the assistencialist vision of the intervention that tends to prevail. Such processes are embodied by human interactions, through an intervention coated with ethical sense, affection, responsibility and respect for the children, families and educational teams. They act as facilitators of social exchanges between adults and children, being multiplied in functions, by the need to appeal to different areas of knowledge. The valorisation of knowledge built in a permanent dialogue with the real situation, the construction of an articulated education between educational teams and the families, the innovation in the spreading of pedagogical practices lead to identity traces of these educators and single out their professional identity.
Description
Tese de doutoramento, Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2018
Keywords
Teses de doutoramento - 2018