Rita Leal, Joana Freitas-Luís

Projetos coparticipados em Educação de Infância: A autonomia e a liberdade através da metodologia de trabalho de projeto

Introduction

Projetos coparticipados em educação de infância: a autonomia e a liberdade através da metodologia de trabalho de projeto. Explore a metodologia de trabalho de projeto na educação de infância e seu impacto na autonomia e liberdade das crianças. Análise de projetos reais destaca a criança ativa e capaz.

Abstract

Visando compreender a forma como é percecionada a metodologia de trabalho de projeto (MTP) na educação de infância e o seu impacto na autonomia e liberdade das crianças, descrevem-se e analisam-se oito projetos vividos em contextos de prática pedagógica do Mestrado em Educação Pré-Escolar do Instituto Politécnico de Leiria. A análise documental efetuada aos relatórios de prática de ensino supervisionada, onde se apresentam os projetos, aponta para a pertinência da MTP como espaço para a (re)construção de uma visão de criança ativa, curiosa, com iniciativa e vontade própria, capaz de tomar decisões e de participar nos seus processos de  aprendizagem e de vida, construindo conhecimento de forma autónoma, holística e integrada. 

Review

The paper, "Projetos coparticipados em Educação de Infância: A autonomia e a liberdade através da metodologia de trabalho de projeto," investigates the perception and impact of Project Work Methodology (MTP) in early childhood education. Focusing on how MTP contributes to children's autonomy and freedom, the study analyzes eight projects developed within the supervised teaching practice of the Master's in Pre-School Education at the Polytechnic Institute of Leiria. This approach, grounded in specific practical contexts within a teacher training program, offers a valuable lens through which to examine the real-world application and perceived efficacy of a child-centered pedagogical approach. A significant strength of this work, as presented in the abstract, lies in its strong affirmation of MTP as a crucial space for fostering a progressive vision of the child. The abstract clearly articulates how MTP enables the (re)construction of a child as an active, curious, self-initiating, and decision-making individual, capable of participating in their learning and life processes. The finding that children construct knowledge autonomously, holistically, and integratively directly supports the paper's central premise regarding the cultivation of autonomy and freedom. By anchoring its analysis in observed pedagogical practices and student reports, the study offers empirical backing to the theoretical benefits often associated with project-based learning in early childhood. While the abstract strongly advocates for MTP's benefits, it would be beneficial for a fuller paper to delve deeper into the specific *mechanisms* through which autonomy and freedom are cultivated and observed in the analyzed projects. For instance, detailing the nature of the projects, the age groups involved, and specific examples of child-led decisions or initiatives would enrich the discussion. Furthermore, while the positive impact is highlighted, exploring potential challenges in implementing MTP effectively, such as managing adult-child co-participation or addressing diverse learning needs, could provide a more comprehensive and balanced perspective. Nonetheless, this paper presents a compelling argument for the pedagogical value of MTP in early childhood education, offering valuable insights for both practitioners and teacher educators on empowering children through active participation.

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