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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática Educativa Supervisionada, como previsto nos quadros legais, apresentando o percurso evolutivo da mestranda, relativamente à aprendizagem das funções específicas da profissionalidade docente. Logo, este relatório integra pressupostos teóricos e legais, que reconhecem as crianças como seres competentes para cocooperar, ativamente, na construção das suas aprendizagens e realçam o papel dos(as) educadores(as) como agentes mediadores do processo educativo, que, num constante processo de investigação, reestruturam as práticas pedagógicas. Assim, revelou-se fundamental desenvolver a Prática Educativa Supervisionada, nos contextos de Creche e de Educação Pré-Escolar, segundo uma linha metodológica de investigação-ação, isto é, planear a Organização do Ambiente Educativo, nas suas diferentes dimensões, atendendo ao ciclo: observar, planear, agir e refletir. Esta apropriação, que envolve, numa triangulação praxiológica, a teoria, a prática e os valores e as crenças, permitiu o desenvolvimento de planos de ação adequados à realidade dos contextos. Então, reunindo situações da prática educativa desenvolvida, pretende-se compreender a intencionalidade educativa e a significatividade da mesma, tanto para os grupos de crianças, como para a mestranda. Tal acontece, através de uma reflexão crítica, que tem, também, a finalidade de promover o desenvolvimento de competências profissionais. A propósito, salienta-se a responsabilidade de considerar o desenvolvimento profissional ao longo da vida, como impreterível ao desempenho das funções docentes. Por fim, é de referir que o Relatório de Estágio se assume como um documento indispensável à formação da mestranda, a nível profissional e pessoal.
This intership report emerges under the scope of the Curriculum Unit of Supervised Educational Practice, as required by the legal frameworks, presenting the evolutionary process of the graduate, concerning the learning of the specific duties of professional teaching. Therefore, this report includes legal and theoretical assumptions, which acknowledge children as competent beings to, actively, cocooperate, in the construction of their learning and that highlight the educator’s role as mediating agents of the educational process, that, in a constant research process, restructure the pedagogical practice. Thus, it was proved as fundamental to develop the Supervised Educational Practice, in the Nursery and Preschool contexts, according to a research – action methodological line, this is, to plan the Educational Environment Organization, in its diferent dimensions, given the cycle: to observe, to plan, to act and to reflect. This appropriation, that envolves, a praxiological triangulation, the theory, the pratice and the values and beliefs, enabled the development of action plans appropriate to the contexts’ reality. So, gathering the situations of the educational practice developed, it is intended to compreend the educational objectives and the its significance, for the groups of children, as well as, for the graduate. This happens, through critical reflection, also, with the purpose of promoting the development of professional skills. Incidentally, it shoud be noted the responsability of considering the lifelong professional development as imperative to the development of teaching duties. Finally, it should be pointed out that the Internship Report assumes itself as an indispensable document to the graduate formation, at a professional and personal level.
This intership report emerges under the scope of the Curriculum Unit of Supervised Educational Practice, as required by the legal frameworks, presenting the evolutionary process of the graduate, concerning the learning of the specific duties of professional teaching. Therefore, this report includes legal and theoretical assumptions, which acknowledge children as competent beings to, actively, cocooperate, in the construction of their learning and that highlight the educator’s role as mediating agents of the educational process, that, in a constant research process, restructure the pedagogical practice. Thus, it was proved as fundamental to develop the Supervised Educational Practice, in the Nursery and Preschool contexts, according to a research – action methodological line, this is, to plan the Educational Environment Organization, in its diferent dimensions, given the cycle: to observe, to plan, to act and to reflect. This appropriation, that envolves, a praxiological triangulation, the theory, the pratice and the values and beliefs, enabled the development of action plans appropriate to the contexts’ reality. So, gathering the situations of the educational practice developed, it is intended to compreend the educational objectives and the its significance, for the groups of children, as well as, for the graduate. This happens, through critical reflection, also, with the purpose of promoting the development of professional skills. Incidentally, it shoud be noted the responsability of considering the lifelong professional development as imperative to the development of teaching duties. Finally, it should be pointed out that the Internship Report assumes itself as an indispensable document to the graduate formation, at a professional and personal level.
Description
Keywords
Crianças Educadores(as) Metodologia de investigação-ação Prática pedagógica Children Educators Research-action methodology Teaching practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação