Experiência de estágio curricular em Jardins de Infância sob a luz do Paradigma da Comunicação

Abstract

This report is part of the Master's Degree in Educational Sciences, in the field of School, Community, and Democracy: Pedagogy, Literacies, and Innovation, at the Faculty of Psychology and Educational Sciences of the University of Porto. It describes a series of interventions carried out during a five-month curricular internship. The internship took place in two of the kindergartens within a school grouping in the Porto Metropolitan Area. The guiding questions focused on understanding how the epistemological principles of the Communication Paradigm (Trindade & Cosme, 2010; 2013; 2016) can enable and limit the actions of professionals in the Education Sciences. The methodology of community intervention and the development of workshops proved vital in serving the needs of the context. Based on the research processes that support the intervention, this is a qualitative, ethnographic investigation rooted in the phenomenological-interpretative paradigm, which recognizes education and its spaces as a cultural phenomenon to be studied and intervened in. This text is not a chronological description of the events that occurred but a reflection on the kindergartens' educational projects and how they are managed and animated. It is also important to note that in this report, the areas of research and intervention were in constant interaction, where theory supported practice and practice supported theory. The data collected and analyzed leads us to understand that the educational projects of the kindergartens in question are still based on the Instruction Paradigm. The presence of the Education Sciences is justified in contexts such as these when their stances and actions seek to provide new ways of thinking about and promoting educational projects, especially through pedagogical approaches that are anchored in democracy, freedom, and empowerment (intellectual, social, cultural, and political), such as those animated and managed under the light of the Communication Paradigm. Key-words: Kindergartens; Pedagogical Practices; Communication Paradigm; Pedagogical Relationship.