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Advisor(s)
Abstract(s)
O presente relatório incide sobre o processo de formação realizado pela mestranda no âmbito da Prática Educativa Supervisionada, nos contextos de educação em Creche e Educação Pré-Escolar. Este documento visa abordar as competências e aprendizagens adquiridas durante os dois estágios profissionalizantes em ambos os contextos, mobilizando os documentos normativos e os conhecimentos teóricos, pedagógicos e didáticos para o enriquecimento da prática educativa e promovendo uma atitude autocrítica face ao desempenho da mestranda.
Considera-se a necessidade de planear a ação com intencionalidade, respeitando os interesses e necessidades da criança, tendo esta um papel ativo na construção do seu conhecimento e o educador um papel de mediador do processo de aprendizagem das crianças. As ações educativas desenvolvidas sustentaram-se na utilização de princípios e modos operatórios da metodologia de investigação-ação, que promoveram um ciclo dos processos de observação, planificação, ação, avaliação e reflexão. Esta metodologia fomentou uma atitude crítica e reflexiva por parte da formanda, contribuindo para a sua aprendizagem pessoal e profissional, para uma prática progressivamente enriquecida e, consequentemente, momentos de aprendizagens e desenvolvimentos holísticos das crianças.
É, também, retratada a importância do trabalho colaborativo e cooperativo entre a equipa educativa, as crianças e as supervisoras institucionais, permitindo o desenvolvimento de práticas educativas intencionais, diferenciadas e contextualizadas.
Com todos os conhecimentos e competências adquiridos durante o percurso formativo e com o seu culminar neste relatório, ressalva-se a necessidade e vontade de dar continuidade à mesma, mantendo uma postura autocrítica e reflexiva, de modo a promover uma evolução constante na prática futura.
This report focuses on the educational journey carried out by the master's student within the scope of Supervised Educational Practice, in early childhood education and Pre-School Education. The present paper aims to explore the acquired skills and knowledge during the two professional internships in both contexts, mobilizing normative documents and theoretical, pedagogical and didactic perceptions to enrich the educational practice and promote a self-critical attitude. It is considered the need to intentionally plan the action while respecting the interests and needs of the children, being that they must have an active role in the construction of their own knowledge and the educator taking on the role of mediator in the children's learning process. The educational actions developed were based on action-research methodology´s principles and operating methods, which promoted a spiral cycle of observation, planning, action, evaluation and reflection processes. This method encouraged a critical and reflective attitude by the trainee, contributing to her personal development and professional learning, for a progressively enriched practice and, consequently, a holistic development for the children. The importance of collaborative and cooperative work between the educational team, the children and the institutional supervisors is also portrayed, allowing the development of intentional, differentiated and contextualized educational practices. With the knowledge and skills acquired during the training course and with its culmination being mirrored in this report, the need and desire to continue to study is emphasized, longing to maintain a self-critical and reflective attitude, in order to promote a constant evolution in future professional practices.
This report focuses on the educational journey carried out by the master's student within the scope of Supervised Educational Practice, in early childhood education and Pre-School Education. The present paper aims to explore the acquired skills and knowledge during the two professional internships in both contexts, mobilizing normative documents and theoretical, pedagogical and didactic perceptions to enrich the educational practice and promote a self-critical attitude. It is considered the need to intentionally plan the action while respecting the interests and needs of the children, being that they must have an active role in the construction of their own knowledge and the educator taking on the role of mediator in the children's learning process. The educational actions developed were based on action-research methodology´s principles and operating methods, which promoted a spiral cycle of observation, planning, action, evaluation and reflection processes. This method encouraged a critical and reflective attitude by the trainee, contributing to her personal development and professional learning, for a progressively enriched practice and, consequently, a holistic development for the children. The importance of collaborative and cooperative work between the educational team, the children and the institutional supervisors is also portrayed, allowing the development of intentional, differentiated and contextualized educational practices. With the knowledge and skills acquired during the training course and with its culmination being mirrored in this report, the need and desire to continue to study is emphasized, longing to maintain a self-critical and reflective attitude, in order to promote a constant evolution in future professional practices.
Description
Keywords
Prática educativa supervisionada Aprendizagem Intencionalidade Aprendizagem profissional Autorreflexão Supervised educational practice Learning Professional learning Educational action Self-reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação