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Abstract(s)
O presente relatório estriba-se no percurso de formação inicial realizado no âmbito da Unidade Curricular (UC) Prática Pedagógica Supervisionada. Este apresenta não só o culminar das aprendizagens efetuadas e das competências adquiridas pela mestranda ao longo do período de estágio, como também as aprendizagens realizadas pelas crianças, segundo uma visão construtivista e socioconstrutivista.
Importa ressalvar que o conhecimento adquirido não é estático, uma vez que a aprendizagem é realizada ao longo da vida. Esta, ao longo da intervenção, desenvolveu-se segundo um processo de investigação-ação, sendo que a transversalidade conferida à reflexão assumiu preponderância no desenvolvimento profissional.
A intervenção educativa descrita e refletida perspetivou atender às finalidades e objetivos conferidos à UC, bem como ao desenvolvimento do perfil específico do educador de infância. Assim, além do enquadramento teórico e legal e da caracterização do contexto educativo, apresenta-se a análise reflexiva de ações e intervenções realizadas, à luz de uma mobilização teórico-prática que sustente e fundamente as práticas educativas.
Saliente-se que a ação levada a cabo apresentada neste relatório desenvolveu-se na resposta social creche e no contexto de educação pré-escolar, visto que o estágio realizou-se em ambos.
This report leans upon the course of initial training accomplished in the ambit of the Supervised Teaching Practice Curricular Unit (CU). It presents not only the culmination of the learning process and the skills acquired by the master student throughout the internship period, as well as the education provided to children, according to a constructivist and social constructivist view. It´s important to emphasize that the acquired knowledge is not static, since the process of learning is achieved throughout life. This process, all the way through the intervention, was developed according to a course of action based in research-action, in which the transversal nature of reflection assumed a prominence value in the professional development. The described and reflected educational intervention enables to attend the aims and objectives outlined to the CU, as well as to develop the specific profile of the kindergarten teacher. Therefore, in addition to the theoretical and legal framework and the characterization of the educational context, is presented a reflective analysis of the actions and interventions carried out within the mobilization of a theoretical-practical foundation that sustains and supports the educative practices. It should be noted that the action carried out and presented in this work was developed in the social response of day care and in the pre-school context, considering that the internship has been held in both.
This report leans upon the course of initial training accomplished in the ambit of the Supervised Teaching Practice Curricular Unit (CU). It presents not only the culmination of the learning process and the skills acquired by the master student throughout the internship period, as well as the education provided to children, according to a constructivist and social constructivist view. It´s important to emphasize that the acquired knowledge is not static, since the process of learning is achieved throughout life. This process, all the way through the intervention, was developed according to a course of action based in research-action, in which the transversal nature of reflection assumed a prominence value in the professional development. The described and reflected educational intervention enables to attend the aims and objectives outlined to the CU, as well as to develop the specific profile of the kindergarten teacher. Therefore, in addition to the theoretical and legal framework and the characterization of the educational context, is presented a reflective analysis of the actions and interventions carried out within the mobilization of a theoretical-practical foundation that sustains and supports the educative practices. It should be noted that the action carried out and presented in this work was developed in the social response of day care and in the pre-school context, considering that the internship has been held in both.
Description
Keywords
Creche Pré-Escolar Investigação-ação Reflexão Daycare Pre-school Action-research Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação