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O drama como estratégia de desenvolvimento e de aprendizagem na educação de infância
| Name: | Description: | Size: | Format: | |
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| 1.26 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório relata o processo de formação da Prática Educativa Supervisionada da mestranda, desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e visa refletir sobre o percurso da mesma, destacando o seu desenvolvimento pessoal e a aprendizagem profissional durante os estágios nas valências de Educação em Creche e na Educação Pré-Escolar. Desta forma, este documento pretende abordar as competências e as aprendizagens adquiridas durante os estágios profissionalizantes, com enfoque no drama, recorrendo à técnica da improvisação.
As práticas desenvolvidas decorreram dentro de um ciclo dinâmico, sustentado pela metodologia de Investigação-Ação, que envolveu os processos de observação, planificação, ação, avaliação e reflexão, o que proporcionou uma abordagem inovadora, reflexiva e significativa para todos os envolvidos.
A mestranda aprofundou seus saberes pedagógicos, fundamentando a prática nas pedagogias participativas, que colocam a criança como agente ativo no seu desenvolvimento e aprendizagem. O objetivo da mestranda foi criar um ambiente propício a aprendizagens significativas e integradoras, tendo sempre em conta e atenção os interesses e necessidades das crianças.
Em suma, a colaboração com a colega de estágio, as educadoras cooperantes, bem como as supervisoras institucionais foram fundamentais para o desenvolvimento e amadurecimento profissional da mestranda, preparando-a para a profissão de Educadora de Infância.
The present report outlines the process of the master's student's Supervised Educational Practice, developed within the scope of the Master's in Pre-School Education. It aims to reflect on her journey, highlighting her personal and professional development during placements in both Nursery Education and Pre-School Education. In this way, the document seeks to address the skills and knowledge acquired during professional placements, with a particular focus on drama, using improvisation techniques. The practices developed took place within a dynamic cycle, supported by the Action Research methodology, which involved processes of observation, planning, action, evaluation, and reflection. This approach provided an innovative, reflective, and meaningful experience for all involved. The master's student deepened her pedagogical knowledge, grounding her practice in participatory pedagogies, which position the child as an active agent in their development and learning. Her objective was to create an environment conducive to meaningful and integrative learning, always taking into account the interests and needs of the children. In summary, collaboration with her placement colleague, the cooperating educators, and the institutional supervisors was fundamental to her professional development and growth, preparing her for the role of Early Years Educator.
The present report outlines the process of the master's student's Supervised Educational Practice, developed within the scope of the Master's in Pre-School Education. It aims to reflect on her journey, highlighting her personal and professional development during placements in both Nursery Education and Pre-School Education. In this way, the document seeks to address the skills and knowledge acquired during professional placements, with a particular focus on drama, using improvisation techniques. The practices developed took place within a dynamic cycle, supported by the Action Research methodology, which involved processes of observation, planning, action, evaluation, and reflection. This approach provided an innovative, reflective, and meaningful experience for all involved. The master's student deepened her pedagogical knowledge, grounding her practice in participatory pedagogies, which position the child as an active agent in their development and learning. Her objective was to create an environment conducive to meaningful and integrative learning, always taking into account the interests and needs of the children. In summary, collaboration with her placement colleague, the cooperating educators, and the institutional supervisors was fundamental to her professional development and growth, preparing her for the role of Early Years Educator.
Description
Keywords
Aprendizagem Desenvolvimento Drama Educação de Infância Reflexão Learning Development Early Childhood Education Reflection
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
Collections
CC License
Without CC licence