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Authors
Advisor(s)
Abstract(s)
Este relatório é o reflexo da formação da mestranda e visa apresentar uma
análise crítica e descritiva de todo o seu processo evolutivo nas práticas
educativas supervisionadas, nos diferentes contextos, (creche e a educação préescolar).
A constante articulação entre a teoria e a prática é apresentada ao longo
deste documento. A mestranda destaca, também, a relevância da metodologia
investigação-ação e seus processos educativos: observação, planificação, ação e
reflexão/avaliação. Suporta também a sua ação em decretos-lei, orientações e
modelos pedagógicos de diferentes autores, entre outros, os quais são
referenciados neste documento e foram constatados ao longo da sua formação,
sendo estes cruciais para o seu crescimento e construção de saberes. A
importância da colaboração e cooperação de vários intervenientes, as narrativas
reflexivas individuais, e a elaboração de planificações semanais com feedback,
foram cruciais para a construção de competências de saberes, essenciais na
formação de uma atitude crítica. Todo este processo permitiu-lhe reconhecer e
colmatar os seus erros, transformando-os em aprendizagens e, não esquecendo
a necessidade de estar ativa, sendo capaz de dar resposta aos desafios colocados
pela sociedade.
The present report was developed within the subject of Supervised Teaching Practice in two distinct contexts – nursery and pre-school education. It provides a critical and descriptive analysis of the developing process of the educational supervised practice in those contexts. The constant articulation between practice and theory is shown throughout this document. The master´s student also highlights the relevance of Research - Action methodology and it´s educational processes – observation, planning, action, analysis/evaluation. Other sources of information that helped sustaining her training course were the decree laws, guidelines and different authors´ teaching models. It is also important to emphasize the idea that the cooperation between the various elements of the pedagogical supervision, the individual reflective narrative, the weekly planning with feedback played an essential role on the construction of a critical attitude. The whole process gave the master´s student the opportunity of recognizing and rectifying her mistakes, turning them into pedagogical learning. She also felt the need of being active and able to give an answer to challenges posed by society.
The present report was developed within the subject of Supervised Teaching Practice in two distinct contexts – nursery and pre-school education. It provides a critical and descriptive analysis of the developing process of the educational supervised practice in those contexts. The constant articulation between practice and theory is shown throughout this document. The master´s student also highlights the relevance of Research - Action methodology and it´s educational processes – observation, planning, action, analysis/evaluation. Other sources of information that helped sustaining her training course were the decree laws, guidelines and different authors´ teaching models. It is also important to emphasize the idea that the cooperation between the various elements of the pedagogical supervision, the individual reflective narrative, the weekly planning with feedback played an essential role on the construction of a critical attitude. The whole process gave the master´s student the opportunity of recognizing and rectifying her mistakes, turning them into pedagogical learning. She also felt the need of being active and able to give an answer to challenges posed by society.
Description
Keywords
Criança Educação Pré-Escolar Creche Investigação-ação Child Pre-School Education Nursery Research–action
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação