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Authors
Advisor(s)
Abstract(s)
A sociedade encontra-se, atualmente, em constante mudança, pelo que
surge a necessidade de formar profissionais de educação capazes de dar
resposta a novos desafios e de formar cidadãos críticos e responsáveis,
estimulando a sua participação ativa na sociedade. Desta forma, no âmbito das
Práticas Educativas Supervisionadas I e II, o presente relatório de estágio foi
elaborado enquanto requisito parcial para a obtenção do grau de mestre em
Educação Pré-Escolar. O documento visa apresentar o processo formativo da
mestranda na prática, assim como, as aprendizagens desenvolvidas no
contexto de Creche e Pré-Escolar. Nesta linha de pensamento, são
apresentados os quadros teóricos e legais que sustentaram a prática
pedagógica em ambos os contextos. Por conseguinte, são apresentadas, numa
visão socioconstrutivista, as perspetivas pedagógicas, tanto em Creche como
em Educação Pré-Escolar, que sustentaram as respostas às capacidades,
interesses e necessidades evidenciados pelas crianças. Também, ao longo da
prática, a mestranda teve em consideração tudo o que foi aprendendo e
desenvolvendo nas diferentes Unidades Curriculares do plano de estudos já
que estas permitiram a construção de saberes fundamentais para a prática
educativa. Além do mencionado é, também, espelhada a importância que a
metodologia de investigação-ação possui em todo o processo formativo, na
medida em que o(a) educador(a) é investigador(a) da sua ação, sendo um
profissional crítico e reflexivo, que está aberto à mudança. Por fim, é realizada
uma reflexão que sintetiza as potencialidades e constrangimentos sentidos pela
mestranda, tal como a contribuição do estágio para o desenvolvimento de
competências profissionais.
Society is, currently, in constant change, therefore, there comes the need to shape education’s professionals capable of giving answers to new challenges and of educating critical and responsible citizens, stimulating their active participation in society. In this way, in Práticas Educativas Supervisionadas I e II, this teacher training’s report was built as partial requirement to obtain the master’s degree in Preschool Education. Thus, the document aims to present the formation process of the master’s degree’s student while in teacher training, in a daycare and a preschool. In this line of thought, several theoretical and legal frameworks are presented, which sustained the teacher training’s process in both contexts. Consequently, in a socioconstructivist point of view, several pedagogical perspectives are presented, which sustained the answers to the children’s skills, interests and needs, in both daycare and preschool. Also, throughout the teacher training’s process the master’s degree’s student had in consideration everything that she learnt and developed in the plan of studies’ classes, since it allowed the construction of fundamental knowledge for the educational practice. Besides of what it is mentioned it is, also, reflected the importance that the ation-research process possesses in the entire formation process, in the way that the preschool teacher is an investigator of their action, while being a reflexive and critical professional, which is opened to change. As a conclusion, there is a reflection which synthesizes the potentialities and constraints felt by the master’s degree´s student, such as the teacher training process’ contribution for the development of professional skills.
Society is, currently, in constant change, therefore, there comes the need to shape education’s professionals capable of giving answers to new challenges and of educating critical and responsible citizens, stimulating their active participation in society. In this way, in Práticas Educativas Supervisionadas I e II, this teacher training’s report was built as partial requirement to obtain the master’s degree in Preschool Education. Thus, the document aims to present the formation process of the master’s degree’s student while in teacher training, in a daycare and a preschool. In this line of thought, several theoretical and legal frameworks are presented, which sustained the teacher training’s process in both contexts. Consequently, in a socioconstructivist point of view, several pedagogical perspectives are presented, which sustained the answers to the children’s skills, interests and needs, in both daycare and preschool. Also, throughout the teacher training’s process the master’s degree’s student had in consideration everything that she learnt and developed in the plan of studies’ classes, since it allowed the construction of fundamental knowledge for the educational practice. Besides of what it is mentioned it is, also, reflected the importance that the ation-research process possesses in the entire formation process, in the way that the preschool teacher is an investigator of their action, while being a reflexive and critical professional, which is opened to change. As a conclusion, there is a reflection which synthesizes the potentialities and constraints felt by the master’s degree´s student, such as the teacher training process’ contribution for the development of professional skills.
Description
Keywords
Educação de infância Prática pedagógica Investigação-ação Aprendizagens Childhood education pedagogical practice Action-research Learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação