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Abstract(s)
O presente relatório de estágio da Prática Educativa Supervisionada apresenta e analisa o desenvolvimento profissional da mestranda, a partir de ações desenvolvidas em contexto de creche, com crianças com idades compreendidas entre os 12 e os 24 meses, e em contexto de educação pré-escolar, com um grupo de crianças heterogéneo ao nível da faixa etária (dos quatro aos seis anos). De forma a fundamentar os processos educativos, serão expostos diversos pressupostos teóricos e legais que serviram de apoio e sustento no estágio nas duas valências. São descritos e analisados os diversos processos inerentes à metodologia de investigação-ação (IA) nomeadamente a observação, planificação, ação, reflexão e avaliação, fundamentais para o desenvolvimento profissional da mestranda e orientadores da sua ação. Este relatório aborda questões relacionadas com o papel do educador de infância, constando também nele as dificuldades, ansiedades e problemas com que se deparou ao longo da prática profissional, e as reflexões que daí surgiram, em prol de uma melhoria da sua ação. Este documento destaca ainda a imagem da criança, como um ser único e competente, que tem direito a ser escutado e respeitado, e que detém capacidade de ser sujeito e agente do desenvolvimento das suas aprendizagens.
This internship report of the Supervised Educational Practice presents and analyzes the professional development of the master's student, based on actions developed in a daycare context, with children aged between 12 and 24 months, and in the context of pre-school education, with a heterogeneous group of children in terms of age group (from four to six years old). In order to base the educational processes, several theoretical and legal assumptions will be exposed that served as support and sustenance in the internship in both valences. The different processes inherent to the action-research (AI) methodology are described and analyzed, namely observation, planning, action, reflection and evaluation, fundamental for the professional development of the master's student and guiding their action. This report deals with questions related to the role of the kindergarten teacher, also including the difficulties, anxieties and problems encountered throughout professional practice, and the reflections that arose from this, in favor of improving their action. This document also highlights the image of the child as a unique and competent being, who has the right to be listened to and respected, and who has the capacity to be a subject and agent in the development of their learning.
This internship report of the Supervised Educational Practice presents and analyzes the professional development of the master's student, based on actions developed in a daycare context, with children aged between 12 and 24 months, and in the context of pre-school education, with a heterogeneous group of children in terms of age group (from four to six years old). In order to base the educational processes, several theoretical and legal assumptions will be exposed that served as support and sustenance in the internship in both valences. The different processes inherent to the action-research (AI) methodology are described and analyzed, namely observation, planning, action, reflection and evaluation, fundamental for the professional development of the master's student and guiding their action. This report deals with questions related to the role of the kindergarten teacher, also including the difficulties, anxieties and problems encountered throughout professional practice, and the reflections that arose from this, in favor of improving their action. This document also highlights the image of the child as a unique and competent being, who has the right to be listened to and respected, and who has the capacity to be a subject and agent in the development of their learning.
Description
Keywords
Creche Educação pré-escolar Criança Reflexão Investigação-ação Daycare Preschool education Child Reflection Action-research
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação