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Abstract(s)
O presente relatório tem como finalidade apresentar as competências e os conhecimentos que a mestranda adquiriu ao longo do seu percurso na educação de infância. Desta forma, reúne acontecimentos que decorreram em creche, particularmente num grupo de 16 crianças entre os 24 e os 36 meses de idade, e no pré-escolar, num grupo de 27 crianças entre os quatro e os cinco anos. Ao longo do relatório, são descritas e analisadas evidências das ações pedagógicas, que definiram o perfil da mestranda enquanto futura educadora, e apresentadas sucessivas reflexões retrospetivas e prospetivas, que tiveram como intuito a transformação da qualidade das suas práticas educativas. Portanto, inscreve-se numa aproximação à metodologia de investigação-ação, o que significa que foi mobilizada uma intervenção contextualizada, autorreflexiva e crítica, por todos os implicados no processo educativo. Entrecruzando a teoria com a prática, a mestranda realizou uma ação assente na intencionalidade educativa, ou seja, apoiou a sua prática nos processos de observação, planificação, ação e avaliação, respeitando a agência de criança competente, que influencia e é influenciada pelo meio que a rodeia. Durante o percurso foram registados problemas e percalços que impulsionaram a mudança e, consequentemente, o crescimento da mestranda enquanto futura profissional da educação de infância.
This report aims to present the capabilities and knowledge gathered during the student’s path through childhood education. As such, it reflects a number of circumstances that happened in child day-care context and preschool context, specifically in a group of 16 children between 24 and 36 months old and a group of 27 children between the ages of four and five, respectively. Evidences of pedagogic actions that defined the student’s profile as future educator are described and analysed throughout this report. Several retrospective and prospective reflections, which allowed the transformation of the quality of the student’s Educational Practices, are also presented. Thus, the master’s student takes the Action-Investigation methodology approach, meaning that throughout the internship, everyone implied in the educational process implemented a contextualized, self-reflexive e critical intervention. Linking theoretical and practical knowledge, an action based on the educational intentionality was made. This means that the master’s student practice was supported in the processes of observation, planning, action and evaluation taking into account the competent child in action which influences and is influenced by the environment in which the child is inserted. The problems and difficulties encountered lead to change, which gradually propelled the student’s growth as future Childhood Education professional.
This report aims to present the capabilities and knowledge gathered during the student’s path through childhood education. As such, it reflects a number of circumstances that happened in child day-care context and preschool context, specifically in a group of 16 children between 24 and 36 months old and a group of 27 children between the ages of four and five, respectively. Evidences of pedagogic actions that defined the student’s profile as future educator are described and analysed throughout this report. Several retrospective and prospective reflections, which allowed the transformation of the quality of the student’s Educational Practices, are also presented. Thus, the master’s student takes the Action-Investigation methodology approach, meaning that throughout the internship, everyone implied in the educational process implemented a contextualized, self-reflexive e critical intervention. Linking theoretical and practical knowledge, an action based on the educational intentionality was made. This means that the master’s student practice was supported in the processes of observation, planning, action and evaluation taking into account the competent child in action which influences and is influenced by the environment in which the child is inserted. The problems and difficulties encountered lead to change, which gradually propelled the student’s growth as future Childhood Education professional.
Description
Keywords
Creche Pré-escolar Intencionalidade educativa Desenvolvimento profissional Child daycare Preschool Educational intentionality Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação