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Authors
Abstract(s)
O presente relatório da prática educativa supervisionada para a obtenção do grau de Mestre no
âmbito do Mestrado em Educação Pré-Escolar surge como o culminar de um longo processo de
crescimento da mestranda a nível pessoal e profissional, bem como se propõe a abordar, de forma
crítica e reflexiva, o processo desenvolvido no decorrer dos estágios profissionalizantes
realizados na valência de Creche e de Educação Pré-Escolar.
De salientar que esta formação abrangeu a integração da uma articulação entre os referenciais
teóricos e legais, numa perspetiva contínua de investigação e reflexão. Todas as experiências
decorridas na prática, sustentadas num ciclo dinâmico e em espiral de processos de observação,
planificação, ação, avaliação e reflexão, que constituem a metodologia de investigação-ação,
contribuíram para uma ação inovadora, reflexiva e com sentido para todos os intervenientes. A
mestranda desenvolveu saberes profissionais que se transformaram numa ação sustentada pelas
pedagogias de cariz participativo, envolvendo as crianças como sujeitos ativos na construção das
suas aprendizagens, tendo sempre por base os seus interesses e necessidades, de forma a construir
um ambiente que promova aprendizagens significativas, numa perspetiva globalizante e integradora.
Para além do mencionado, todas as ações desenvolvidas se ancoraram numa postura crítica e reflexiva
que permitiu à mestranda compreender problemáticas emergentes da prática educativa, investigando-as
e refletindo sobre, na e para ação (Schön, 1987, citado por Alarcão, 1996), desenvolvendo uma
transformação de si mesma, enquanto sujeito em formação e proporcionando verdadeiras oportunidades
de aprendizagem e crescimento. A partilha de experiências e a colaboração estabelecida entre a
díade, as educadoras cooperantes e as supervisoras institucionais, contribuíram para o
desenvolvimento pessoal e profissional da mestranda, enquanto futura Educadora de Infância.
.
This report of the supervised educational practice for the recognition of the Master's degree in Pre-School Education is the culmination of a long process of growth of the master student at a personal and professional level, and proposes to address, critically and reflectively, the process developed during the professional internships carried out in the nursery school and pre-school education. It should be noted that this training included the integration of an articulation between theoretical and legal references, in a continuous perspective of research and reflection. All the experiences in practice, were supported by a dynamic and spiral cycle of observation, planning, action, assessment and reflection processes, which constitute the action research methodology, contributed towards an innovative, reflective and meaningful action for all those involved. The student developed professional knowledge that was transformed into an action supported by participatory pedagogies, involving children as active subjects in the construction of their learning, always based on their interests and needs, in order to build an environment that promotes significant learning, from a global and integrative perspective. In addition to the above, all the actions developed were anchored in a critical and reflective attitude that allowed the student to understand problems emerging from educational practice, investigating them and reflecting on, in and for action (Schön, 1987, cited by Alarcão, 1996), developing a transformation of herself, as a subject in training and providing real opportunities for learning and growth. The sharing of experiences and the collaboration established between the dyad, the cooperating educators and the institutional supervisors contributed to the personal and professional development of the master's student, as a future Early Childhood Educator.
.
This report of the supervised educational practice for the recognition of the Master's degree in Pre-School Education is the culmination of a long process of growth of the master student at a personal and professional level, and proposes to address, critically and reflectively, the process developed during the professional internships carried out in the nursery school and pre-school education. It should be noted that this training included the integration of an articulation between theoretical and legal references, in a continuous perspective of research and reflection. All the experiences in practice, were supported by a dynamic and spiral cycle of observation, planning, action, assessment and reflection processes, which constitute the action research methodology, contributed towards an innovative, reflective and meaningful action for all those involved. The student developed professional knowledge that was transformed into an action supported by participatory pedagogies, involving children as active subjects in the construction of their learning, always based on their interests and needs, in order to build an environment that promotes significant learning, from a global and integrative perspective. In addition to the above, all the actions developed were anchored in a critical and reflective attitude that allowed the student to understand problems emerging from educational practice, investigating them and reflecting on, in and for action (Schön, 1987, cited by Alarcão, 1996), developing a transformation of herself, as a subject in training and providing real opportunities for learning and growth. The sharing of experiences and the collaboration established between the dyad, the cooperating educators and the institutional supervisors contributed to the personal and professional development of the master's student, as a future Early Childhood Educator.
Description
Keywords
Creche Educação Pré-Escolar Investigação-ação Reflexão Aprendizagem profissional Nursery school Pre-school education Action research Reflection Learning