| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.07 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O Relatório de Estágio que agora se apresenta foi elaborado pela mestranda no âmbito da unidade curricular da Prática Educativa Supervisionada em Educação Pré-Escolar, parte integrante do plano de estudos do Mestrado em Educação Pré-Escolar. Este documento tem como intuito descrever, analisar e refletir sobre o processo da formação desenvolvida pela formanda durante as práticas educativas. Destaca-se a importância do envolvimento da família no processo educativo, bem como, o papel do educador de infância na promoção da autonomia das crianças. Deste modo, são descritos e analisados os dois contextos educativos, a creche e a educação pré-escolar, caracterizando os grupos de crianças e o ambiente educativo, onde a mestranda desenvolveu a sua ação. Assim sendo, este relatório é fruto de uma aproximação à metodologia de Investigação-Ação, em que a educadora em formação realizou através do desenvolvimento das diferentes etapas do processo educativo- a observação, a planificação, a ação, a avaliação e a reflexão- e que permitiu desenvolver conhecimentos, atitudes e práticas de forma crítica, sendo transversal a ambos os contextos educativos. Seguidamente são elencados os referenciais teóricos e legais que sustentaram a prática, nomeadamente a Metodologia de Trabalho de Projeto, onde foram desenvolvidas propostas pedagógicas e didáticas partindo dos interesses, potencialidades, necessidades das crianças, sendo este o centro do processo educativo. Por último, a formanda destaca as aprendizagens desenvolvidas pelas crianças, mas também reflete sobre as competências e saberes que contribuíram para a construção do seu perfil profissional.
The Internship Report that is now presented was prepared by the master's student within the scope of the Supervised Educational Practice in Pre-School Education curricular unit, an integral part of the study plan of the Master's in Pre-School Education. This document aims to describe, analyze and reflect on the training process developed by the trainee during educational practices. The importance of family involvement in the educational process is highlighted, as well as the role of the kindergarten teacher in promoting children's autonomy. In this way, the two educational contexts, daycare and pre-school education, are described and detailed, characterizing the groups of children and the educational environment, where the master's student developed her action. Therefore, this report is the result of an approach to the Action Research methodology, in which an educator in training carried out through the development of the different stages of the educational process - observation, planning, action, evaluation and reflection - and that we develop knowledge, attitudes and practices in a critical way, being transversal to both educational contexts. Next, the theoretical and legal references that supported the practice are listed, namely the Project Work Methodology, where pedagogical and didactic proposals were developed based on the interests, potential and needs of children, this being the center of the educational process. Finally, training highlights the learning developed by children, but also reflects on the skills and knowledge they develop to build their professional profile.
The Internship Report that is now presented was prepared by the master's student within the scope of the Supervised Educational Practice in Pre-School Education curricular unit, an integral part of the study plan of the Master's in Pre-School Education. This document aims to describe, analyze and reflect on the training process developed by the trainee during educational practices. The importance of family involvement in the educational process is highlighted, as well as the role of the kindergarten teacher in promoting children's autonomy. In this way, the two educational contexts, daycare and pre-school education, are described and detailed, characterizing the groups of children and the educational environment, where the master's student developed her action. Therefore, this report is the result of an approach to the Action Research methodology, in which an educator in training carried out through the development of the different stages of the educational process - observation, planning, action, evaluation and reflection - and that we develop knowledge, attitudes and practices in a critical way, being transversal to both educational contexts. Next, the theoretical and legal references that supported the practice are listed, namely the Project Work Methodology, where pedagogical and didactic proposals were developed based on the interests, potential and needs of children, this being the center of the educational process. Finally, training highlights the learning developed by children, but also reflects on the skills and knowledge they develop to build their professional profile.
Description
Keywords
Creche Educação Pré-Escolar Autonomia Envolvimento da famíliar Metodologia de Trabalho de Projeto Kindergarten Pre-school education Autonomy Family involvement Project work methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação