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The recognition of children’s rights is not a sufficient condition for them to be combined and developed in everyday life. However, school can assume an important role in promoting those rights. To embody what Bernstein (2000) calls the “pedagogical right” implies improving the democratic and pedagogical life of the classroom and the school. From this perspective, it is essential to create scenarios in which children can participate and share their experiences with adults. Being aware of this need, the Portuguese schools of Sisters Doroteias have been undertaking a process of educational innovation, having privileged the participation of children as a field of innovation. In this paper, we seek to reflect on the processes that involve the children participation in the Nursery and Kindergarten contexts of two schools, with particular attention to their involvement in the evaluation process of the experiences lived. We opted for a qualitative research, through a thematic analysis of the data that allowed us to interweave the children’s and adults’ perspectives. The results showed that the children recognize the importance of the experiences of participation in the learning process, the possibility of expressing opinions, giving ideas and being listened to, valuing the cooperative work and the space for sharing knowledge and opinions, and the involvement in innovation, experiencing that their ideas are put into practice.
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The recognition of children’s rights is not a sufficient condition for them to be combined and developed in everyday life. However, school can assume an important role in promoting those rights. To embody what Bernstein (2000) calls the “pedagogical right” implies improving the democratic and pedagogical life of the classroom and the school. From this perspective, it is essential to create scenarios in which children can participate and share their experiences with adults. Being aware of this need, the Portuguese schools of Sisters Doroteias have been undertaking a process of educational innovation, having privileged the participation of children as a field of innovation. In this paper, we seek to reflect on the processes that involve the children participation in the Nursery and Kindergarten contexts of two schools, with particular attention to their involvement in the evaluation process of the experiences lived. We opted for a qualitative research, through a thematic analysis of the data that allowed us to interweave the children’s and adults’ perspectives. The results showed that the children recognize the importance of the experiences of participation in the learning process, the possibility of expressing opinions, giving ideas and being listened to, valuing the cooperative work and the space for sharing knowledge and opinions, and the involvement in innovation, experiencing that their ideas are put into practice.
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