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Authors
Advisor(s)
Abstract(s)
No âmbito do Mestrado em Educação-Pré-Escolar foi proposto à
mestranda a elaboração de um relatório de estágio, que contemplasse a
vertente da descrição e reflexão crítica acerca da prática educativa
supervisionada em dois contextos distintos, a creche e a educação préescolar,
assim como se pretende também que se reflita acerca do
desenvolvimento pessoal e profissional da mestranda. Este relatório
apresentará uma breve abordagem à metodologia investigação-ação que, por
sua vez, contemplará alguns processos educativos, como a observação, a
planificação, a ação, a avaliação e a reflexão, indispensáveis para a formação
profissional docente da mestranda. De forma a sustentar o percurso
formativo da mestranda, as narrativas reflexivas individuais, a elaboração de
planificações semanais, as reuniões com a orientadora cooperante e as
reuniões de supervisão pedagógica foram os pilares para a construção de
saberes profissionais de extrema importância para o futuro da mestranda. Por
sua vez, a prática pedagógica permitiu à mestranda reconhecer quais as
dificuldades sentidas em ambas as valências e aprender a melhorar a sua ação
pedagógica, permitindo-lhe desenvolver competências educacionais,
culminando numa construção de saberes entre toda a equipa pedagógica,
tendo sempre em conta a imagem de criança como um ser com agência,
competente e participativo. Desta forma, um profissional que reconhece esta
imagem de criança, desenvolve quotidianamente ações que a respeitem e
honrem, necessitando de formação pedagógica para dar resposta a todas as
crianças (Oliveira-Formosinho & Araújo, 2013).
This report was written within the framework of the Master’s in Pre- School Education. It is based on both the critical analysis of the supervised teaching practice in two distinct contexts, kindergarten and pre-school education, and on the personal and professional development of the master student. The current report provides a brief approach to the research-action methodology that includes some educational processes, such as observation, planning, action, evaluation and analysis, essential for the master’s student professional development. In order to sustain the master’s student training course, the individual reflective tools, the weekly planning, the meetings with the supervisor and the meetings of pedagogical supervision were crucial to the development of the master’s student professional knowledge. Furthermore, the pedagogical practice allowed to recognize the difficulties experienced in both kindergarten and pre-school education and to learn to improve the pedagogical action. It was also very useful to develop educational skills, always taking into account the image of a child as a being with agency, capable and actively involved in his/her education. Thus, a professional who recognizes this child image, develops actions that respect and honor him/her daily. To do so, it is required pedagogical training to give support to all children (Oliveira-Formosinho & Araújo, 2013).
This report was written within the framework of the Master’s in Pre- School Education. It is based on both the critical analysis of the supervised teaching practice in two distinct contexts, kindergarten and pre-school education, and on the personal and professional development of the master student. The current report provides a brief approach to the research-action methodology that includes some educational processes, such as observation, planning, action, evaluation and analysis, essential for the master’s student professional development. In order to sustain the master’s student training course, the individual reflective tools, the weekly planning, the meetings with the supervisor and the meetings of pedagogical supervision were crucial to the development of the master’s student professional knowledge. Furthermore, the pedagogical practice allowed to recognize the difficulties experienced in both kindergarten and pre-school education and to learn to improve the pedagogical action. It was also very useful to develop educational skills, always taking into account the image of a child as a being with agency, capable and actively involved in his/her education. Thus, a professional who recognizes this child image, develops actions that respect and honor him/her daily. To do so, it is required pedagogical training to give support to all children (Oliveira-Formosinho & Araújo, 2013).
Description
Keywords
Creche Educação Pré-Escolar Desenvolvimento Profissional Investigação-Ação Kindergarten Pre-School Education Professional Development Research-Action
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação