Innovate and train for the articulation of educational practices in exterior and interior contexts in pre-school education

Abstract

This research aims to design, implement and evaluate a blended collaborative training program (CTP), in Preschool Education (EPE), integrated in the project "Invisible Limits: Education in a Nature Environment" (LI) and with the Kindergartens (JI) that participate in it, in order to articulate educational practices in external contexts, namely nature, and interior. The project emerged from the concerns pointed out by current research regarding the lack of opportunities for action by children in the space nature and its repercussions on their health and cognitive development, socio-emotional, motor and environmental awareness. Through a case study, of qualitative nature, it is intended to evaluate the contributions of the CTP referred, on the one hand, in the reorientation of the conceptions and educational practices of four educators before and after their participation in the CTP, using multiple techniques of data collection and processing - researcher's journal, documentary analysis, semi-structured interviews, participant observation, written, photographic and video records and content analysis with Webqda software support, and, on the other hand, the quality of the experiences developed with twenty-four children, through the application of the emotional well-being and implication scale of Portugal and Laevers (2018), before, during and after the CTP. The study may contribute to the development of innovative strategies in diverse contexts, in a crosscutting approach, through collaborative and articulated work among professionals - researchers, coordinators, educators, auxiliaries and specialists in nature environment education. Ultimately, the relevance of this project comes from the need for research, training and intervention in the area, as well as the contribution and implications it aspires to achieve in the quality of educational and training offerings in Portugal.