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Authors
Advisor(s)
Abstract(s)
O presente relatório perspetiva o percurso de formação da mestranda, pelo que serão
realizadas abordagens ao nível dos processos educativos que esta desenvolveu ao longo do ano
de estágio, sendo estes a observação, a planificação, a ação, a avaliação e a reflexão, inerentes à
investigação-ação, tendo em conta as várias dimensões pedagógicas, articulando estes processos
com os referenciais teóricos e legais que sustentaram a ação da formanda. Todo o relatório
integra a imagem de criança enquanto ser competente e com capacidades, pelo que esta deverá
ser respeitada e integrada nos vários processos sociais, culturais e educativos. Surge, ainda,
enquanto interveniente ativa no seu processo de aprendizagem e construção de conhecimento.
Assim, assenta-se numa visão construtivista e socioconstrutivista, na medida em que, para além
da aprendizagem individual, este processo é realizado em comunidade, no qual o educador
assume um papel fundamental na criação de desafios intelectuais e estimulação do pensamento
da criança. De modo a analisar o percurso da formanda ao nível das suas competências
profissionais, mostra-se crucial fazer referência ao educador enquanto co-construtor do seu saber
profissional, assumindo-se como investigador da sua ação, sendo reconhecido como um
profissional crítico e reflexivo, sendo que o seu conhecimento é evolutivo, estando aberto à
mudança. Importa salientar que o presente relatório integra as valências de creche e de préescolar,
uma vez que o estágio foi realizado em ambos os contextos, nomeadamente numa sala
de 1 ano e numa sala com crianças de idades compreendidas entre os 3 e os 6 anos.
The following paper reflects the academic journey of the graduate student, thus leaning on the approaches that were developed throughout the internship year, namely observation, planning, action, evaluation and reflection, regarding the action-research methodology, articulating these with the theoretical and legal frameworks that supported the student’s action. The report relies on the child’s image as a capable and competent being, thus making is necessary to be respected and incorporated in to the social, cultural and educational processes. Moreover, the child is seen as an active intervenient on its own learning process and knowledge construction. Thus, it takes on a constructionist and social constructionist view, in the way that, besides the individual learning, this process takes place in a community, in which the teacher has a crucial role in providing intellectual challenges and in stimulating the child’s thinking. In order to analyze the development of the graduate student’s professional skills, it is necessary to consider the teacher as a co-constructor of its professional knowledge, being the investigator of its own action, and being recognized as a critical and reflexive professional. Its knowledge evolves and is open to change. It’s important to point out that this paper includes the aspects of daycare and pre-school, as the internship took place in both contexts, more specifically, in a classroom of one-year-old children and one classroom of children between 3 and 6 years old.
Relatório final de Estágio submetido como requisito parcial para obtenção do grau de Mestre em Educação Pré-Escolar
The following paper reflects the academic journey of the graduate student, thus leaning on the approaches that were developed throughout the internship year, namely observation, planning, action, evaluation and reflection, regarding the action-research methodology, articulating these with the theoretical and legal frameworks that supported the student’s action. The report relies on the child’s image as a capable and competent being, thus making is necessary to be respected and incorporated in to the social, cultural and educational processes. Moreover, the child is seen as an active intervenient on its own learning process and knowledge construction. Thus, it takes on a constructionist and social constructionist view, in the way that, besides the individual learning, this process takes place in a community, in which the teacher has a crucial role in providing intellectual challenges and in stimulating the child’s thinking. In order to analyze the development of the graduate student’s professional skills, it is necessary to consider the teacher as a co-constructor of its professional knowledge, being the investigator of its own action, and being recognized as a critical and reflexive professional. Its knowledge evolves and is open to change. It’s important to point out that this paper includes the aspects of daycare and pre-school, as the internship took place in both contexts, more specifically, in a classroom of one-year-old children and one classroom of children between 3 and 6 years old.
Relatório final de Estágio submetido como requisito parcial para obtenção do grau de Mestre em Educação Pré-Escolar
Description
Keywords
Educação pré-escolar Investigação-ação Competências profissionais Creche Pré-escolar Professional skills Daycare Pre-School Action-research
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação