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Advisor(s)
Abstract(s)
O presente relatório foi elaborado tendo em conta o estágio, desenvolvido
na Unidade Curricular de Prática Educativa Supervisionada, realizado em duas
respostas sociais, sendo elas a Creche e a Educação Pré-Escolar.
A prática pedagógica desenvolvida pela mestranda de 2015 a 2017 foi alvo
de análise e reflexão explanadas neste documento. Este documento
apresenta as competências desenvolvidas pela mestranda enquanto futura
profissional de educação, bem como as aprendizagens evidenciadas pelas
crianças tendo por base propostas fundamentadas e direcionadas à educação
de infância.
A articulação entre referenciais teóricos e legais, aliados às vivências
práticas, proporcionaram um olhar integrador e globalizante sobre a
educação de infância e o desenvolvimento de competências profissionais da
mestranda.
As linhas orientadoras da investigação-ação conferiram à reflexão um lugar
de destaque no quotidiano, constituindo-se como parte integrante de todo o
processo, assegurando a pertinência das propostas ao grupo. O educador de
infância deve ser um profissional reflexivo que procura transformar as suas
práticas para que elas surpreendam.
A visão de criança como ser competente e capaz, numa linha de
pensamento construtivista e socioconstrutivista, está presente ao longo de
todo o relatório, bem como o papel fundamental do educador de infância na
promoção de oportunidades e experiências com significado.
Note-se que as pedagogias participativas auxiliaram a construção de uma
visão participada da educação e da coconstrução de conhecimentos. Salientese
que a aprendizagem ao longo da vida assume o caráter dinâmico devido à
evolução do conhecimento e das mudanças que ocorrem na sociedade.
The following report was based on the internship developed in the scope of the Supervised Educational Practice Course, carried out in two social responses, such as Nursery and Kindergarten. This document aims at analyzing and reflect upon the pedagogical practice developed by the student from 2015 to 2017. It also presents both the competences the student developed as a future education professional and the learnings evidenced by the children, based on substantiated proposals directed for early childhood education. The articulation between theoretical and legal references, combined with practical experiences, provided a comprehensive view on childhood education and the development of the student's competences. The guidelines of research-action have given the act of reflecting a prominent place in everyday life, since it was an integral part of the whole process, ensuring the relevance of the proposals to the group. The early childhood educator should be a thoughtful practitioner who seeks to change their practices so that they will surprise both children and themselves. The vision of children as competent and capable beings, in a constructivist and socioconstructivist line of thought, is present throughout the report. This vision should also be a fundamental part of the childhood educator's role in promoting meaningful opportunities and experiences. It should be noted that participatory pedagogies helped to construct a participatory view of education, also aiding in the co-construction of knowledge. It should be stressed that lifelong learning assumes a dynamic character due to the evolution of knowledge and changes taking place in society.
The following report was based on the internship developed in the scope of the Supervised Educational Practice Course, carried out in two social responses, such as Nursery and Kindergarten. This document aims at analyzing and reflect upon the pedagogical practice developed by the student from 2015 to 2017. It also presents both the competences the student developed as a future education professional and the learnings evidenced by the children, based on substantiated proposals directed for early childhood education. The articulation between theoretical and legal references, combined with practical experiences, provided a comprehensive view on childhood education and the development of the student's competences. The guidelines of research-action have given the act of reflecting a prominent place in everyday life, since it was an integral part of the whole process, ensuring the relevance of the proposals to the group. The early childhood educator should be a thoughtful practitioner who seeks to change their practices so that they will surprise both children and themselves. The vision of children as competent and capable beings, in a constructivist and socioconstructivist line of thought, is present throughout the report. This vision should also be a fundamental part of the childhood educator's role in promoting meaningful opportunities and experiences. It should be noted that participatory pedagogies helped to construct a participatory view of education, also aiding in the co-construction of knowledge. It should be stressed that lifelong learning assumes a dynamic character due to the evolution of knowledge and changes taking place in society.
Description
Keywords
Reflexão Pedagogia participativa Prática educativa Child Reflection Participatory Pedagogie Educational practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação