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Advisor(s)
Abstract(s)
O presente relatório de estágio espelha o plano de ação traçado e
desenvolvido pela mestranda nos contextos de Creche, numa sala de um ano e
de Educação Pré-Escolar, numa sala heterogénea com crianças de idades
compreendidas entre os três e os seis anos. De referir que, integra os processos
educativos que a mestranda desenvolveu no âmbito da observação,
planificação, ação, avaliação e reflexão. Estes domínios, inerentes à
metodologia de investigação-ação, foram articulados com referentes teóricos e
legais, apoiando e regulando a ação pedagógica em ambas as valências. Todo o
relatório evidencia a imagem de criança como ser competente, capaz e criativo
que deve ser respeitado e atentamente escutado no decorrer do processo
educativo. Neste sentido, a visão da mestranda incide em pedagogias
participativas, de raiz construtivista. Aludindo ao papel do/a educador/a de
infância, com o intuito de evidenciar o percurso da mestranda no
desenvolvimento das suas competências profissionais, importa salientar a
procura de uma postura crítica, indagadora e reflexiva acerca da sua ação,perspectivando a construção ao longo da vida do "eu" profissional
This internship report reflects the drawn plan of action developed by the master's student for a group of one-year-olds, in a daycare and for a heterogeneous group, with children from three to six, in a preschool. It is important to state that it includes the educational processes that the master's student developed within the actions of observing, planning, practicing, evaluating and reflecting. These domains, inherent to the action-research methodology, were articulated with theoretical and legal references, supporting and regulating the pedagogical pratice in both groups. Throughout this whole document several references to the image of child as a competent, capable and creative being who ought to be respected and carefully listened to throughout the educational process will be made. In this way, the student's point of view focuses on participatory pedagogies, with a constructive root. Alluding to the preschool teacher's role, with the purpose of pointing the master's student's course in the development of her professional skills, it is essential to emphasize on her critic, inquisitive and reflective posture throughout her action, prospecting the construction of her professional self throughout her life.
This internship report reflects the drawn plan of action developed by the master's student for a group of one-year-olds, in a daycare and for a heterogeneous group, with children from three to six, in a preschool. It is important to state that it includes the educational processes that the master's student developed within the actions of observing, planning, practicing, evaluating and reflecting. These domains, inherent to the action-research methodology, were articulated with theoretical and legal references, supporting and regulating the pedagogical pratice in both groups. Throughout this whole document several references to the image of child as a competent, capable and creative being who ought to be respected and carefully listened to throughout the educational process will be made. In this way, the student's point of view focuses on participatory pedagogies, with a constructive root. Alluding to the preschool teacher's role, with the purpose of pointing the master's student's course in the development of her professional skills, it is essential to emphasize on her critic, inquisitive and reflective posture throughout her action, prospecting the construction of her professional self throughout her life.
Description
Keywords
Creche Pré-Escolar Investigação-ação Competências Profissionais Daycare Preschool Action-research Professional skills
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação