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Authors
Abstract(s)
O presente relatório de estágio tem como base a prática pedagógica desenvolvida ao
longo do ano letivo 2013/2014, no âmbito do curso de Mestrado em Educação Pré-
Escolar. Este, relata as atividades desenvolvidas durante a prática pedagógica nos
contextos: creche e jardim-de-infância (educação pré-escolar). Ao longo do relatório
procurou-se efetuar o cruzamento constante entre as atividades desenvolvidas em
articulação com as perspetivas de diversos autores, pois pretende-se uma prática
sustentada na teoria, em vez de uma prática derivada da teoria tal como defende
Oliveira-Formosinho (2013).
É ainda referido, os processos educativos envolvidos no percurso de formação
profissional, sendo que estes são: i) observação; ii) planificação; iii) ação; iv) avaliação
e v) reflexão. Estes processos foram sempre articulados com os referentes teóricos e
legais que sustentaram a ação pedagógica da mestranda.
Ao longo da prática pedagógica supervisionada entendeu-se o educador como co
construtor do seu conhecimento, na medida que assume-se como investigador da sua
própria ação, perspetivando-se como um profissional reflexivo e crítico, na procura de
um conhecimento específico e simultaneamente evolutivo, elementos considerados na
construção das competências profissionais da mestranda.
This report is based on the developed of pedagogical practice throughout the school year 2013/2014, in the degree Masters in Preschool Education. This describes the activities developed during the pedagogical practice in the context of childcare and preschool education. Throughout the report is constantly done the crossing between the activities with the point of view of various authors, for it is intended a sustainable practice in theory, instead of a practice derived from theory (Oliveira-Formosinho, 2013). It’s also referred the educational processes involved in training pathway, and these are: i) observation; ii) planning; iii) action; iv) evaluation and v) reflection. These processes were always articulated with the theoretical and legal references that support the action of the master's degree. Throughout the supervised pedagogical practice is understood the educator as a cobuilder of his own knowledge, as assumed as a research in his own action, realizing as a professional reflective and critic, researching a specific and progressive knowledge, elements that are considered in the construction of the master's degree professionals skills.
This report is based on the developed of pedagogical practice throughout the school year 2013/2014, in the degree Masters in Preschool Education. This describes the activities developed during the pedagogical practice in the context of childcare and preschool education. Throughout the report is constantly done the crossing between the activities with the point of view of various authors, for it is intended a sustainable practice in theory, instead of a practice derived from theory (Oliveira-Formosinho, 2013). It’s also referred the educational processes involved in training pathway, and these are: i) observation; ii) planning; iii) action; iv) evaluation and v) reflection. These processes were always articulated with the theoretical and legal references that support the action of the master's degree. Throughout the supervised pedagogical practice is understood the educator as a cobuilder of his own knowledge, as assumed as a research in his own action, realizing as a professional reflective and critic, researching a specific and progressive knowledge, elements that are considered in the construction of the master's degree professionals skills.
Description
Keywords
Creche Educação pré-escolar Competências profissionais Investigação-ação Daycare Preschool Professional skills Action research
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação