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Abstract(s)
O presente relatório de estágio (RE) desenvolveu-se no âmbito da unidade curricular de Prática Educativa Supervisionada (PES), nos contextos de Creche e Educação Pré-Escolar (EPE), integrada no plano de estudos do Mestrado em EPE.
Este documento visa apresentar uma reflexão crítica acerca do percurso de formação, considerando os saberes científicos, pedagógicos e didáticos, assim como, os pressupostos teóricos e legais que sustentaram as práticas realizadas. A mestranda baseou-se numa metodologia de aproximação à investigação-ação, que sustentou os processos educativos como a observação, a planificação, a ação, a avaliação e a reflexão. Estes princípios contribuíram para a aprendizagem das competências profissionais da mestranda, possibilitando o desenvolvimento de uma ação contextualizada e enriquecedora, contribuindo para uma aprendizagem significativa e desenvolvimento das crianças.
A mestranda, teve ainda em consideração, as aprendizagens adquiridas durante a realização deste mestrado que permitiram a construção de saberes relevantes para a realização da PES e para a sua formação profissional.
Ao longo deste documento, salienta-se também a importância do trabalho colaborativo entre todos os intervenientes dos contextos educativos, permitindo realizar práticas diferenciadoras, desenvolver competências holísticas das crianças, promovendo o crescimento tanto a nível pessoal como a nível profissional da mestranda.
Posto isto, a PES foi concretizada numa perspetiva pedagógica socioconstrutivista, inclusiva e equitativa, no qual a criança foi o centro da ação educativa e agente da sua própria aprendizagem.
Sabendo que a sociedade está em constante evolução, apesar de finalizar esta etapa, é imprescindível a continuação da formação profissional da mestranda, na aquisição de conhecimentos fulcrais, de forma a promover uma intencionalidade educativa e pedagógica de qualidade.
This internship report (ER) was developed within the scope of the curricular unit of Supervised Educational Practice (PES), in the contexts of Kindergarten and Pre-School Education (EPE), integrated in the study plan of the Master's Degree in EPE. This document aims to present a critical reflection on the course of training, considering the scientific, pedagogical and didactic knowledge, as well as the theoretical and legal assumptions that supported the practices carried out. The master's student used a methodology based on an action-research approach, which supported educational processes such as observation, planning, action, evaluation, and reflection. These principles contributed to the learning of the master's student's professional skills, enabling the development of a contextualized and enriching action, contributing to a significant learning and development of children. The student also took into account the learning acquired during this master's course, which allowed the construction of relevant knowledge for the completion of the SEP and for her professional training. Throughout this document, the importance of collaborative work among all those involved in the educational contexts is also highlighted, allowing differentiating practices to be carried out, developing children's holistic skills, promoting both personal and professional growth of the student. Therefore, the SEP was carried out within a socio-constructivist, inclusive and equitable pedagogical perspective, in which the child was the center of the educational action and the agent of his/her own learning. Knowing that society is constantly evolving, despite the end of this stage, it is essential to continue the professional training of the master student, in the acquisition of key knowledge, in order to promote a quality educational and pedagogical intentionality.
This internship report (ER) was developed within the scope of the curricular unit of Supervised Educational Practice (PES), in the contexts of Kindergarten and Pre-School Education (EPE), integrated in the study plan of the Master's Degree in EPE. This document aims to present a critical reflection on the course of training, considering the scientific, pedagogical and didactic knowledge, as well as the theoretical and legal assumptions that supported the practices carried out. The master's student used a methodology based on an action-research approach, which supported educational processes such as observation, planning, action, evaluation, and reflection. These principles contributed to the learning of the master's student's professional skills, enabling the development of a contextualized and enriching action, contributing to a significant learning and development of children. The student also took into account the learning acquired during this master's course, which allowed the construction of relevant knowledge for the completion of the SEP and for her professional training. Throughout this document, the importance of collaborative work among all those involved in the educational contexts is also highlighted, allowing differentiating practices to be carried out, developing children's holistic skills, promoting both personal and professional growth of the student. Therefore, the SEP was carried out within a socio-constructivist, inclusive and equitable pedagogical perspective, in which the child was the center of the educational action and the agent of his/her own learning. Knowing that society is constantly evolving, despite the end of this stage, it is essential to continue the professional training of the master student, in the acquisition of key knowledge, in order to promote a quality educational and pedagogical intentionality.
Description
Keywords
Prática educativa supervisionada Reflexão Investigação-ação Aprendizagem significativa Criança Supervised educational practice Reflection Action research Significant learning Child
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação