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Abstract(s)
O presente relatório da prática educativa supervisionada para a obtenção do grau de Mestre no âmbito do Mestrado em Educação Pré-Escolar propõe-se a abordar, de forma crítica e reflexiva, o processo desenvolvido no decorrer dos estágios profissionalizantes realizados na valência de Creche e de Educação Pré-Escolar. De salientar que esta formação abrangeu a integração de diferentes processos indissociáveis – observação, planificação, ação, avaliação e reflexão – que foram articulados com referenciais teóricos e legais numa perspetiva de contínua investigação e reflexão e que surgiram, desta forma, na aproximação à abordagem de uma metodologia de investigação-ação que constituiu a base da intervenção pedagógica em ambas as valências. Ao longo do relatório evidencia-se a perspetiva da conceção da criança como sujeito ativo na construção das suas aprendizagens e como centro do processo educativo com direito de ser escutado. Assim, enaltecendo o papel preponderante do/a educador/a de infância e do meio que envolve a criança, desenvolveu-se um conjunto de ações que procuraram a atribuição de sentido, através da adoção de práticas pedagógicas participativas, tendo sempre em conta os interesses, as necessidades e os talentos das crianças, de forma a construir um ambiente que promova aprendizagens significativas, numa perspetiva globalizante e integradora. Para além do mencionado, evidencia-se a construção profissional da mestranda que através da reflexão sobre, na e para ação permitiu a transformação das práticas e o desenvolvimento de competências, profissionais, pessoais e sociais.
This final report was created under supervised practice for the Master's Degree in Pre-School Education. It aims to approach both critically and reflectively the process developed during two professional internships in the contexts of Kindergarten and Pre-School education. This training included the integration of different inseparable processes - observation, planning, action, evaluation and reflection - and was articulated with theoretical and legal references from a perspective of continuous research and reflection. As a result, the approach to an action-research methodology created a solid foundation of pedagogical intervention on both experiences. Throughout this report it is highlighted the perspective of the child as an active subject that has a say on his / her cognitive development. Considering all of the above and emphasizing the critical role of the educator and the child’s environment, a set of actions were carried out that sought meaning attribution through the adoption of participatory pedagogical practices. It was considered crucial to take into account the interests and needs of the children in order to create an environment that promotes meaningful learning, both from a globalizing and integrating perspective. Furthermore on this report, it becomes clear the professional evolution of the master’s student who throughout the whole process has established the transformation of practices and the development of personal, social and professional skills.
This final report was created under supervised practice for the Master's Degree in Pre-School Education. It aims to approach both critically and reflectively the process developed during two professional internships in the contexts of Kindergarten and Pre-School education. This training included the integration of different inseparable processes - observation, planning, action, evaluation and reflection - and was articulated with theoretical and legal references from a perspective of continuous research and reflection. As a result, the approach to an action-research methodology created a solid foundation of pedagogical intervention on both experiences. Throughout this report it is highlighted the perspective of the child as an active subject that has a say on his / her cognitive development. Considering all of the above and emphasizing the critical role of the educator and the child’s environment, a set of actions were carried out that sought meaning attribution through the adoption of participatory pedagogical practices. It was considered crucial to take into account the interests and needs of the children in order to create an environment that promotes meaningful learning, both from a globalizing and integrating perspective. Furthermore on this report, it becomes clear the professional evolution of the master’s student who throughout the whole process has established the transformation of practices and the development of personal, social and professional skills.
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Keywords
Creche Educação Pré-Escolar Investigação-ação Reflexão Competências profissionais Nursery Preschool Education Child Research-action Reflection Professional skills
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação