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Advisor(s)
Abstract(s)
O presente relatório de estágio traduz a ação desenvolvida pela mestranda nos contextos de Creche, numa sala de dois anos, e Jardim-de-Infância, numa sala heterogénea com crianças com idades compreendidas entre os três e os cinco anos. Esta ação baseou-se numa aproximação à metodologia de investigação-ação, tendo em conta os seguintes processos: observação, planificação, avaliação e reflexão, no sentido de perspetivar uma melhoria do processo educativo. Os procedimentos anteriormente mencionados, aliados à articulação entre a teoria e a prática, desencadearam aprendizagens que encaminharam a mestranda no sentido da construção da sua própria identidade profissional. Assim, abordando algumas perspetivas de cariz construtivista, o presente relatório evidenciará as suas aprendizagens e dos grupos de crianças, que serão espelhadas através da descrição, análise crítica e reflexão da sua ação em contexto nas duas valências. A ação desenvolvida foi regulada valorizando e procurando dar resposta às necessidades, aos interesses e às aprendizagens das crianças, evidenciando assim um princípio fundamental no processo educativo pelo qual se deve reger qualquer educador de infância, considerando a criança como sujeito ativo da sua própria aprendizagem e desenvolvimento.
This internship report reflects the action developed by the master's degree student in the contexts of Day Care, in a two-year room, and kindergarten in a heterogeneous room with children between the ages of three and five. This action, based on an approach to the research-action methodology will have been developed taking into account the following processes: observation, planning, evaluation and reflection, in order to prospect an improvement of the educational process. The aforementioned procedures, allied to the liaison between theory and practice, initiated learning that led the master's degree student towards the construction of his own professional identity. Thus, by approaching some constructivist perspectives, this report will show their and children's group’s learning, which will be mirrored through the description, criticism analysis and reflection of their action in context in the two valences. The developed action was regulated valuing and seeking to respond to the needs and interests of children, thus showing a fundamental principle by which, any child educator should be governed: the child as an active subject of his own learning and development.
This internship report reflects the action developed by the master's degree student in the contexts of Day Care, in a two-year room, and kindergarten in a heterogeneous room with children between the ages of three and five. This action, based on an approach to the research-action methodology will have been developed taking into account the following processes: observation, planning, evaluation and reflection, in order to prospect an improvement of the educational process. The aforementioned procedures, allied to the liaison between theory and practice, initiated learning that led the master's degree student towards the construction of his own professional identity. Thus, by approaching some constructivist perspectives, this report will show their and children's group’s learning, which will be mirrored through the description, criticism analysis and reflection of their action in context in the two valences. The developed action was regulated valuing and seeking to respond to the needs and interests of children, thus showing a fundamental principle by which, any child educator should be governed: the child as an active subject of his own learning and development.
Description
Keywords
Creche Jardim-de-Infância Crianças Investigação-ação Ação Day Care Kindergarten Children Action research Action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação