| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.91 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio visa salientar de modo reflexivo as aprendizagens e o percurso de formação da mestranda ao longo da prática educativa supervisionada (PES) em creche e na educação pré-escolar. Teve-se um maior enfoque na importância dos espaços e dos materiais na educação de infância por serem determinantes no desenvolvimento integral das crianças e por suscitar o interesse da mestranda.
Inicialmente reflete-se sobre as particularidades e características dos espaços e dos materiais que devem ser tidas em consideração de forma que estes sejam desafiadores, estimulantes e promotores de aprendizagens e de autonomia.
Assim, durante a prática educativa foram mobilizados os princípios orientadores da metodologia de investigação-ação (IA), incluindo: processos de observação direta e participante; reflexões individuais e em conjunto com as educadoras cooperantes, com o par pedagógico e com as supervisoras institucionais; planificação e avaliação. Foram também utilizados procedimentos de recolha de informação como diários de bordo com registos fotográficos, vídeos e notas de campo, conseguindo-se práticas educativas contextualizadas e intencionais.
Posteriormente, são analisadas e descritas as ações pedagógicas focadas na temática do relatório e que foram desenvolvidas pela mestranda nos dois contextos educativos nos quais se desenvolveram os estágios.
A PES e o relatório possibilitaram à mestranda desenvolver diversas capacidades e competências profissionais cruciais para o desempenho docente. Foi ainda capaz de refletir e observar como os espaços e os materiais devem ser pensados de forma pormenorizada, pois possibilitam às crianças experiências ricas e estimulantes, devendo ser tidos em consideração como dimensões da prática pedagógica.
The present internship report aims to reflectively highlight the learning and training journey of the master's student throughout the supervised educational practice (PES) in daycare and preschool education. There was a greater focus on the importance of spaces and materials in early childhood education because they are crucial for the holistic development of children and sparked the interest of the master's student. Initially, reflections are made on the particularities and characteristics of spaces and materials that must be taken into consideration so that they are challenging, stimulating, and promoters of learning and autonomy. Thus, during the educational practice, the guiding principles of action research methodology (IA) were mobilized, including: processes of direct and participant observation; individual and collective reflections with cooperating educators, pedagogical peers, and institutional supervisors; planning and evaluation. Information collection procedures such as logbooks with photographic records, videos, and field notes were also used, achieving contextualized and intentional educational practices. Subsequently, the pedagogical actions focused on the theme of the report and developed by the master's student in the two educational contexts where the internships took place are analysed and described. The PES and the report enabled the master's student to develop various professional skills and competencies crucial for teaching performance. It was also able to reflect and observe how spaces and materials should be meticulously considered, as they provide children with rich and stimulating experiences, and should be regarded as dimensions of pedagogical practice.
The present internship report aims to reflectively highlight the learning and training journey of the master's student throughout the supervised educational practice (PES) in daycare and preschool education. There was a greater focus on the importance of spaces and materials in early childhood education because they are crucial for the holistic development of children and sparked the interest of the master's student. Initially, reflections are made on the particularities and characteristics of spaces and materials that must be taken into consideration so that they are challenging, stimulating, and promoters of learning and autonomy. Thus, during the educational practice, the guiding principles of action research methodology (IA) were mobilized, including: processes of direct and participant observation; individual and collective reflections with cooperating educators, pedagogical peers, and institutional supervisors; planning and evaluation. Information collection procedures such as logbooks with photographic records, videos, and field notes were also used, achieving contextualized and intentional educational practices. Subsequently, the pedagogical actions focused on the theme of the report and developed by the master's student in the two educational contexts where the internships took place are analysed and described. The PES and the report enabled the master's student to develop various professional skills and competencies crucial for teaching performance. It was also able to reflect and observe how spaces and materials should be meticulously considered, as they provide children with rich and stimulating experiences, and should be regarded as dimensions of pedagogical practice.
Description
Keywords
Espaços educativos Materiais Educação de Infância Autonomia Educational spaces Materials Early childhood education Autonomy
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação