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Abstract(s)
A pandemia provocada pelo vírus Sars-Cov-2 teve um impacto significativo no modo
como interagimos uns com os outros. Medidas de distanciamento social e restrições de
mobilidade fizeram ocorrer mudanças inesperadas nos processos de interação social, o
que nos desafiou a aprofundar a reflexão sobre as interações desenvolvidas pelas
crianças com o grupo de pares. A ação investigativa foi desenvolvida no âmbito da
prática de ensino supervisionada e decorreu no letivo 2020/2021, em dois contextos
educativos diferentes. Um contexto era de educação pré-escolar, integrando-nos num
grupo constituído por 25 crianças, dos três aos cinco anos de idade, e o outro era uma
escola de 1.º ciclo do ensino básico e desenvolvemos o estágio com um grupo de 15
crianças, de seis e sete anos de idade, que frequentavam o 1.º ano de escolaridade. Com
este estudo procuramos recolher dados que nos permitissem responder à seguinte
questão-problema: Como são vividas e percebidas as interações com pares, em tempo
de pandemia? Os objetivos que delineámos para orientação desse trabalho consistiam
em: (i) Compreender o papel que as interações assumem no processo de aprendizagem e
de desenvolvimento das crianças; (ii) Criar oportunidades de comunicação e de relação
entre pares, mantendo a devida segurança; (iii) Analisar as perceções das crianças sobre
a interação com pares em tempo de pandemia. No sentido de aprofundar conhecimentos
sobre a temática em estudo, enveredámos pela revisão da literatura científica e
pedagógica sobre interações sociais e, mais especificamente, as desenvolvidas pelas
crianças com pares. Ao nível metodológico optámos por uma investigação de natureza
qualitativa, recorrendo à técnica de observação participante para recolha de dados, e a
instrumentos como notas de campo e registos fotográficos. Recorremos, ainda, à
inquirição das crianças, por entrevista semiestruturada, procurando conhecer as suas
perceções sobre as experiências de interação com pares em tempo de pandemia. Os
dados evidenciam a importância que assumem as interações com pares no
desenvolvimento pessoal, social e cultural das crianças, proporcionando-lhes
oportunidades de aprender sobre si própria, os outros e o mundo que as rodeia.
The pandemic caused by the Sars-Cov-2 virus has had a significant impact on the way we interact with each other. Social distancing measures and mobility restrictions have led to unexpected changes in the processes of social interaction, which has challenged us to deepen our reflection on the interactions developed by children with their peer group. The research was carried out as part of supervised teaching practice and took place in the 2020/2021 school year, in two different educational contexts. One was a pre-school setting, where we worked with a group of 25 children aged between three and five, and the other was a primary school, where we worked with a group of 15 children aged between six and seven, who were in their first year of school. With this study, we sought to collect data that would allow us to answer the following problem question: How are interactions with peers experienced and perceived during the pandemic? The objectives we outlined for this work were: (i) to understand the role that interactions play in children's learning and development processes; (ii) to create opportunities for communication and relationships between peers, while maintaining appropriate safety; (iii) to analyze children's perceptions of interaction with peers during the pandemic. In order to deepen our knowledge of the subject under study, we undertook a review of the scientific and pedagogical literature on social interactions and, more specifically, those developed by children with peers. In terms of methodology, we opted for qualitative research, using the technique of participant observation to collect data, and instruments such as field notes and photographic records. We also used semi-structured interviews to ask the children about their perceptions of their experiences of interacting with peers during the pandemic. The data shows the importance of interactions with peers in children's personal, social and cultural development, providing them with opportunities to learn about themselves, others and the world around them.
The pandemic caused by the Sars-Cov-2 virus has had a significant impact on the way we interact with each other. Social distancing measures and mobility restrictions have led to unexpected changes in the processes of social interaction, which has challenged us to deepen our reflection on the interactions developed by children with their peer group. The research was carried out as part of supervised teaching practice and took place in the 2020/2021 school year, in two different educational contexts. One was a pre-school setting, where we worked with a group of 25 children aged between three and five, and the other was a primary school, where we worked with a group of 15 children aged between six and seven, who were in their first year of school. With this study, we sought to collect data that would allow us to answer the following problem question: How are interactions with peers experienced and perceived during the pandemic? The objectives we outlined for this work were: (i) to understand the role that interactions play in children's learning and development processes; (ii) to create opportunities for communication and relationships between peers, while maintaining appropriate safety; (iii) to analyze children's perceptions of interaction with peers during the pandemic. In order to deepen our knowledge of the subject under study, we undertook a review of the scientific and pedagogical literature on social interactions and, more specifically, those developed by children with peers. In terms of methodology, we opted for qualitative research, using the technique of participant observation to collect data, and instruments such as field notes and photographic records. We also used semi-structured interviews to ask the children about their perceptions of their experiences of interacting with peers during the pandemic. The data shows the importance of interactions with peers in children's personal, social and cultural development, providing them with opportunities to learn about themselves, others and the world around them.
Description
Keywords
Interação social Grupo de pares Pandemia Educação pré-escolar 1.º ciclo do ensino básico