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Abstract(s)
O Mestrado em Educação Pré-Escolar prevê a formação do educador de infância perspetivando o desenvolvimento de competências pessoais e profissionais, segundo princípios assentes na articulação e interação das diferentes componentes e dimensões subjacentes a um bom desempenho profissional. Prevê, ainda, a aquisição de conhecimentos teóricos e práticos passíveis de serem integrados num currículo para a ação.
Assim, a pertinência da supervisão na profissionalização para a educação de infância surge através da Prática Pedagógica Supervisionada e das competências que esta pretende desenvolver seguindo uma perspetiva colaborativa de construção de conhecimentos, na qual os principais intervenientes foram as orientadoras cooperantes, o supervisor da Escola Superior de Educação e o par pedagógico.
Salienta-se que o presente relatório pretende ilustrar o desenvolvimento da formanda, tendo como pilar as dimensões preconizadas no Perfil Geral e Específico de Desempenho Profissional do Educador de Infância, debruçando-se sobre o estágio desenvolvido no jardim-de-infância Oga-Mitá nas valências de creche e de educação pré-escolar.
O desenvolvimento da prática pedagógica e das competências profissionais foi sustentado pela metodologia de investigação-ação na construção de saberes profissionais numa perspetiva de formação ao longo da vida. Assim, esta metodologia permitiu o desenvolvimento profissional da mestranda, iniciando a construção de uma educadora capaz de compreender os conhecimentos adquiridos e mobilizá-los na intervenção pedagógica.
Assim, a profissionalização para a educação pré-escolar pretende que o educador em formação construa e desenvolva uma identidade profissional, que será refletida na sua prática educativa.
The Master of Education Preschool provides for the formation of the early childhood educator in a perspective of developing personal and professional skills, according to principles based on the articulation and interaction of different components and dimensions underlie good performance. Also provides for the acquisition of theoretical and practical knowledge that can be integrated into a curriculum for action. Thus, the relevance of supervision to professionalize childhood education comes through Supervised Teaching Practice and skills that aims to develop following a prospective collaborative knowledge construction, in which the main actors were the guiding cooperative, the supervisor of the School Education and pedagogical pair. It is noted that this report is intended to illustrate the development of the trainee, with the pillar dimensions recommended in Profile General and Specific Performance Professional Educator Childhood, leaning over the stage developed in the garden-of-childhood Oga-Mitá at valences like daycare and preschool education. The development of pedagogical practice and professional skills was supported by the methodology of action research in the construction of professional knowledge in a perspective of lifelong training. Thus, this methodology allowed the development of professional master's degree, starting construction of a teacher can understand the knowledge acquired and mobilize them in pedagogical intervention. Thus, the professionalization for preschool educator wants the training to build and develop a professional identity, which will be reflected in their teaching.
The Master of Education Preschool provides for the formation of the early childhood educator in a perspective of developing personal and professional skills, according to principles based on the articulation and interaction of different components and dimensions underlie good performance. Also provides for the acquisition of theoretical and practical knowledge that can be integrated into a curriculum for action. Thus, the relevance of supervision to professionalize childhood education comes through Supervised Teaching Practice and skills that aims to develop following a prospective collaborative knowledge construction, in which the main actors were the guiding cooperative, the supervisor of the School Education and pedagogical pair. It is noted that this report is intended to illustrate the development of the trainee, with the pillar dimensions recommended in Profile General and Specific Performance Professional Educator Childhood, leaning over the stage developed in the garden-of-childhood Oga-Mitá at valences like daycare and preschool education. The development of pedagogical practice and professional skills was supported by the methodology of action research in the construction of professional knowledge in a perspective of lifelong training. Thus, this methodology allowed the development of professional master's degree, starting construction of a teacher can understand the knowledge acquired and mobilize them in pedagogical intervention. Thus, the professionalization for preschool educator wants the training to build and develop a professional identity, which will be reflected in their teaching.
Description
Keywords
Competências profissionais Praxis Perfil do educador de infância Investigação-ação Professional skills Childhood educator profile Research-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação