The present study intends to understand the project work carried out in an educational context that develops Pedagogy-in-Participation, a pedagogy that truly respects the child and allows him "to live the experience/life, to get involved in the experiential learning process, to give meaning to experience, to build learning, to promote development" (Oliveira-Formosinho, 2009a,b: 8). This perspective of Childhood Pedagogy implied the identification of its educational intentionality axes, learning areas and pedagogical dimensions. This research was based on a qualitative approach focusing on the action-researchand involving all participants (educational team, children and their families). The data collection and the reflections carried out during the action were analyzed and interpreted as a way to monitor and evaluate what was learned throughout the project work. The project work proved to be an important dimension as a promoter for the participation of children and their families and, through pedagogical documentation and monitoring, it was possible to understand children's learning during the project. It also allowed a reconstruction of the educator praxis based on processes of experiential professional learning and theoretical understanding of some pedagogues, and therefor leading to a better understanding of the relevance of project work as a learning and knowledge promoter for children, and also for professional development.
|Date of Award||18 Nov 2020|
- Universidade Católica Portuguesa
|Supervisor||Júlia Fátima Domingues Basto de Oliveira (Supervisor)|
- Mestrado em Educação de Infância