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Uma experiência em comunidade de investigação filosófica com crianças de 3, 4 e 5 anos
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| 40.2 MB | Adobe PDF |
Authors
Abstract(s)
O estudo que se segue foi desenvolvido no âmbito da unidade curricular de Prática de
Ensino Supervisionada, lecionada no curso de Mestrado em Educação Pré-Escolar, no
ano letivo de 2018/2019, na Universidade do Algarve.
A investigação foi realizada numa Instituição Particular de Solidariedade Social, no
concelho de Loulé, com crianças de idades compreendidas entre os 3, 4 e 5 anos.
Observações iniciais sobre o grupo revelaram comportamentos que despertaram a
atenção: dificuldade em conduzir o diálogo, nomeadamente criança-criança, e de expor
determinada ideia; dificuldade em esperar pala sua vez para falar; falta de autonomia
enquanto aprendente e elemento de um grupo. Foi notória a falta de autonomia nas suas
ações do dia a dia, demonstrando uma forte dependência da opinião e intervenção da
pessoa adulta. Observações que levaram à procura dos contributos da Filosofia para
Crianças e à prática de sessões em comunidade de investigação filosófica com uma
amostra do grupo de crianças.
Participaram no estudo 24 crianças com idades compreendidas entre os 3, 4 e 5 anos,
divididas em dois grupos: grupo experimental constituído por 13 crianças que fizeram
parte de 9 sessões de filosofia para crianças que tiveram lugar entre os meses de novembro
do ano 2018 e fevereiro do ano 2019; grupo de controlo constituído por 11 crianças que
não participaram em sessões de filosofia para crianças. Comportamentos registados das
crianças do grupo experimental foram comparados a comportamentos das crianças do
grupo de controlo.
O estudo é de natureza qualitativa. Para o seu desenvolvimento recorreu-se à recolha de
dados através de: observação direta, notas de campo, inquéritos por questionário dirigidos
às famílias, inquéritos por entrevista dirigidos à educadora cooperante e às crianças.
Os resultados da análise dos dados recolhidos propõe benefícios das práticas de sessões
de filosofia para crianças com crianças de idade pré-escolar, mostrando que o contacto
com a mesma proporciona mudanças a nível comportamental e social: relação com o
próximo enquanto elemento de um grupo, autovalorização enquanto pessoa responsável pelos seus atos.
The following study was developed within the scope of the Supervised Teaching Practice curricular unit, taught in the Pre-School Education Master's course, in the academic year 2018/2019, at the University of Algarve. The investigation was carried out at a Private Institution of Social Solidarity, in the city of Loulé, with children aged between 3, 4 and 5 years. Initial observations about the group revealed behaviors that deserved attention: difficulty in conducting dialogue, namely child-child, and to expose a given idea; difficulty waiting for your turn to speak; lack of autonomy as a learner and member of a group. The lack of autonomy in their day-to-day actions was evident, demonstrating a strong dependence on the opinion and intervention of the adult person. Evidence that led to the search for the benefits of Philosophy for Children and the practice of sessions in a philosophical research community with a sample of the group of children. Twenty-four children aged between 3, 4 and 5 years participated in the study, divided into two groups: an experimental group consisting of 13 children who took part in 9 philosophy sessions for children that took place between November of the year 2018 and February of the year 2019; control group consisting of 11 children who did not participate in children's philosophy sessions. Registered behaviors of children in the experimental group were compared to behaviors of children in the control group. The study is of a qualitative nature. For its development, data collection was used through: direct observation, field notes, questionnaire surveys directed at families, interview surveys directed at the cooperating educator and children. The results of the analysis of the collected data propose benefits of the practice of philosophy sessions for children with children of preschool age, showing that the contact with the same provides changes in the behavioral and social level: relationship with the neighbor as a member of a group, self-worth as a person responsible for their actions.
The following study was developed within the scope of the Supervised Teaching Practice curricular unit, taught in the Pre-School Education Master's course, in the academic year 2018/2019, at the University of Algarve. The investigation was carried out at a Private Institution of Social Solidarity, in the city of Loulé, with children aged between 3, 4 and 5 years. Initial observations about the group revealed behaviors that deserved attention: difficulty in conducting dialogue, namely child-child, and to expose a given idea; difficulty waiting for your turn to speak; lack of autonomy as a learner and member of a group. The lack of autonomy in their day-to-day actions was evident, demonstrating a strong dependence on the opinion and intervention of the adult person. Evidence that led to the search for the benefits of Philosophy for Children and the practice of sessions in a philosophical research community with a sample of the group of children. Twenty-four children aged between 3, 4 and 5 years participated in the study, divided into two groups: an experimental group consisting of 13 children who took part in 9 philosophy sessions for children that took place between November of the year 2018 and February of the year 2019; control group consisting of 11 children who did not participate in children's philosophy sessions. Registered behaviors of children in the experimental group were compared to behaviors of children in the control group. The study is of a qualitative nature. For its development, data collection was used through: direct observation, field notes, questionnaire surveys directed at families, interview surveys directed at the cooperating educator and children. The results of the analysis of the collected data propose benefits of the practice of philosophy sessions for children with children of preschool age, showing that the contact with the same provides changes in the behavioral and social level: relationship with the neighbor as a member of a group, self-worth as a person responsible for their actions.
Description
Keywords
Filosofia para crianças Educação pré-escolar Comportamento Benefícios