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Advisor(s)
Abstract(s)
O presente relatório de estágio insere-se na unidade curricular da Prática Educativa Supervisionada e, pretende retratar o percurso formativo da estagiária em duas valências onde o estágio decorreu: creche e educação pré-escolar. Neste sentido, o presente documento assenta nos pressupostos teóricos e legais que configuram a prática educativa, orientadores de toda a intervenção que foi preconizada. Ancorados numa metodologia interpretativa de investigação-ação, foi possível implementar o processo cíclico de observação, planificação, ação, avaliação, reflexão e diálogo. Neste processo metodológico a tónica foi colocada na criança, enquanto ser ativo, participativo e co-construtor do seu saber e aprendizagem. As intervenções realizadas em pequenos grupos e em grupos mais amplos promoveram práticas educativas inovadoras, criativas e potenciadoras de aprendizagens transversais a diversas áreas curriculares. Nesse sentido, a participação das crianças, a sua motivação, interesse e envolvimento assumiram-se como peças fundamentais em todo o projeto, que se organizou e estruturou em função das necessidades, vontades, interesses e idiossincrasias que caraterizaram os participantes das duas valências. Por último, este percurso formativo integra igualmente um questionamento autorreflexivo, participativo, sistemático, interpretativo e colaborativo que potenciou saberes, conhecimentos e competências socioprofissionais e pessoais que se inscrevem nos princípios da aprendizagem ao longo da vida.
The present undergraduate research integrated in the unit of supervised educational practice, seeks to portray the formative journey of intern in two valences where the stage took place: daycare and preschool education. In this sense, the present document is based on the theoretical and legal assumptions that configure the educational practice, guiding all the intervention that was advocated. Anchored in an interpretative methodology of action research, it was possible to implement the cyclical process of observation, planning, action, evaluation, reflection and dialogue. In this methodological process, emphasis was placed on the child while being active, participatory and co-constructor of knowing and learning. Interventions carried out in small groups and in larger groups have promoted innovative, creative and educational practices of learning abroad the cross curricular areas. In this regard, the participation of children, their motivation, interest and involvement were assumed as fundamental parts in the entire project, which is organized and structured according to the needs, desires, interests and idiosyncrasies that characterize the participants of the two valances. Finally, this training course integrates a self-reflexive questioning, participatory, systematic, interpretative and collaborative that boosted knowledge, socio-professional and personal skills that are the key of lifelong learning
The present undergraduate research integrated in the unit of supervised educational practice, seeks to portray the formative journey of intern in two valences where the stage took place: daycare and preschool education. In this sense, the present document is based on the theoretical and legal assumptions that configure the educational practice, guiding all the intervention that was advocated. Anchored in an interpretative methodology of action research, it was possible to implement the cyclical process of observation, planning, action, evaluation, reflection and dialogue. In this methodological process, emphasis was placed on the child while being active, participatory and co-constructor of knowing and learning. Interventions carried out in small groups and in larger groups have promoted innovative, creative and educational practices of learning abroad the cross curricular areas. In this regard, the participation of children, their motivation, interest and involvement were assumed as fundamental parts in the entire project, which is organized and structured according to the needs, desires, interests and idiosyncrasies that characterize the participants of the two valances. Finally, this training course integrates a self-reflexive questioning, participatory, systematic, interpretative and collaborative that boosted knowledge, socio-professional and personal skills that are the key of lifelong learning
Description
Keywords
Creche Educação pré-escolar Criança Aprendizagem Perfil pedagógico profissional Day Care Pre-school education Child Learning Professional pedagogical profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação