| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.15 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente Relatório de Estágio (RE) tem como finalidade refletir sobre o percurso de formação da mestranda no decorrer da Prática Educativa Supervisionada (PES) em Creche e em Educação Pré-Escolar (EPE). Este processo reflexivo tem em consideração as aprendizagens adquiridas pela formanda durante a realização das PES e do mestrado, articulando pressupostos teóricos e legais que sustentaram as práticas educativas realizadas. Este RE pretende ainda chamar a atenção para a urgência de se refletir e de se valorizar o tempo pedagógico dedicado ao espaço exterior na educação de infância.
Este documento conta com um enquadramento teórico em que se abordam pontos relevantes para a temática analisada. De forma a caracterizar os contextos em que foram realizadas as PES, existe uma descrição dos mesmos e da metodologia que influenciou a prática da mestranda, que se designa de Metodologia de Investigação-Ação (IA). Posto isto, são descritas e analisadas ações educativas selecionadas pela formanda, as quais marcaram o seu percurso, e que espelham a potencialidade do espaço exterior como um espaço educativo. A análise das ações visa dar a conhecer os benefícios, aprendizagens e níveis de bem-estar e envolvimento que as crianças apresentaram nas mesmas, bem como as aprendizagens e competências desenvolvidas pela mestranda que contribuíram para a melhoria e transformação da sua prática pedagógica.
Por fim, através das PES e deste RE foi possível observar e compreender a potencialidade que tem para o processo educativo das crianças, o tempo pedagógico dedicado ao espaço exterior, através do reconhecimento deste como um espaço educativo.
The purpose of this Internship Report (RE) is to reflect on the journey of the master's student throughout the Supervised Educational Practice (PES) in Daycare and Pre-School Education (PES). This reflective process takes into account the learnings acquired by the student during the PES and the master's program, articulating theoretical and legal assumptions that underpinned the educational practices carried out. This IR also aims to draw attention to the urgency of reflecting on and valuing the pedagogical time dedicated to outdoor spaces in early childhood education. This document includes a theoretical framework addressing relevant points for the analyzed theme. To characterize the contexts in which the PES took place, there is a description of these contexts and the methodology that influenced the student's practice, namely the Action Research Methodology (IA). Subsequently, the selected educational actions carried out by the student, which marked their journey and reflect the potential of outdoor spaces as educational environments, are described and analyzed. The analysis of these actions aims to reveal the benefits, learnings, levels of well-being, and engagement that children demonstrated, as well as the learnings and skills developed by the student that contributed to the improvement and transformation of their pedagogical practice. Finally, through the PES and this RE, it was possible to observe and understand the potential that pedagogical time dedicated to outdoor spaces has for the children's educational process, by recognizing it as an educational environment.
The purpose of this Internship Report (RE) is to reflect on the journey of the master's student throughout the Supervised Educational Practice (PES) in Daycare and Pre-School Education (PES). This reflective process takes into account the learnings acquired by the student during the PES and the master's program, articulating theoretical and legal assumptions that underpinned the educational practices carried out. This IR also aims to draw attention to the urgency of reflecting on and valuing the pedagogical time dedicated to outdoor spaces in early childhood education. This document includes a theoretical framework addressing relevant points for the analyzed theme. To characterize the contexts in which the PES took place, there is a description of these contexts and the methodology that influenced the student's practice, namely the Action Research Methodology (IA). Subsequently, the selected educational actions carried out by the student, which marked their journey and reflect the potential of outdoor spaces as educational environments, are described and analyzed. The analysis of these actions aims to reveal the benefits, learnings, levels of well-being, and engagement that children demonstrated, as well as the learnings and skills developed by the student that contributed to the improvement and transformation of their pedagogical practice. Finally, through the PES and this RE, it was possible to observe and understand the potential that pedagogical time dedicated to outdoor spaces has for the children's educational process, by recognizing it as an educational environment.
Description
Keywords
Prática educativa supervisionada Espaço exterior Educação de Infância Bem-estar Envolvimento Supervised educational practice Outdoor space Early chilhood education Well-being Engagement
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação