The present research has in its essence the Pedagogy-in-Participation – pedagogical perspective of Childhood Association (Oliveira-Formosinho & Formosinho, 2013) and its role in the quality of the educator's pedagogical practice, a practice based on the respect and recognition of the competence of infants and their right to participate. The work developed involved three children during the school year of 2016/2017 in the nursery of the Olivais Sul Children's Center in Lisbon. This study is inserted in a qualitative research methodology (Bogdan & Biklen, 2003) and follows the action-research method (Máximo-Esteves, 2008). Data collection gathered field notes, pedagogical documentation and childrens’ individual portfolios. The portfolios emphasis on the learning experiences carried out by the children within the scope of the learning areas and the pedagogical axes of Pedagogy-in-Participation (Oliveira-Formosinho & Formosinho, 2011), as well as the analysis of the levels of well-being and involvement (Laevers et al, 2005). The professional who implements Pedagogy-in-Participation’s approach is a reflexive professional that interrupts his knowledge and looks at the child as a capable being with agency, respecting her identity and increasing her well-being.
|Date of Award||18 Feb 2021|
- Universidade Católica Portuguesa
|Supervisor||Júlia Fátima Domingues Basto de Oliveira (Supervisor)|
- Reflexive professional
- Mestrado em Educação de Infância