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O presente relatório espelha o processo formativo de desenvolvimento profissional da
mestranda, realizado em dois contextos de educação de infância: em creche com crianças de dois
anos e em educação pré-escolar, com um grupo de crianças de quatro anos. Neste documento
será apresentada a fundamentação teórica que representou o sustentáculo da prática da
mestranda. Além do enquadramento legal da educação de infância em Portugal, a
intencionalidade educativa, a importância das interações entre o adulto e a criança, a abordagem
pedagógica HighScope e finalmente, a metodologia de trabalho de projeto foram os temas que a
mestranda considerou mais significativos na sua prática.
Considerando a formação em contexto, este documento apresenta também as
caracterizações das instituições, grupos e salas de atividades, assim como a metodologia de
investigação utilizada. Por outro lado, no terceiro capítulo são expostas as experiências
pedagógicas mais significativas no percurso da formanda, tendo como sustentáculo as
aprendizagens desenvolvidas e a postura crítica da mestranda.
Por fim, na reflexão final, a mestranda refletiu acerca de todo o seu percurso formativo,
destacando as dificuldades sentidas e elencando futuras possibilidades de desenvolvimento profissional.
The present report reflects the professional development training process of the master's student, carried out in two early childhood education settings, the first one in a nursery with twoyear- old children and subsequently in preschool education with a group of four-year- olds. This document will present the theoretical foundation that underpinned the student's practice. ln addition to the legal foundations for early childhood education in Portugal, the educational intentionality, the importance of interactions between adults and children, the HighScope methodology, and finally, the project-based work methodology were the to pies that the student considered most significant in her practice. Considering the training in context, this document also presents characterizations of the institutions, groups, and activity rooms, as well as the research methodology used. Finally, in the concluding reflection, the student reflected on her entire formative journey, highlighting the difficulties encountered and outlining future possibilities for professional development.
The present report reflects the professional development training process of the master's student, carried out in two early childhood education settings, the first one in a nursery with twoyear- old children and subsequently in preschool education with a group of four-year- olds. This document will present the theoretical foundation that underpinned the student's practice. ln addition to the legal foundations for early childhood education in Portugal, the educational intentionality, the importance of interactions between adults and children, the HighScope methodology, and finally, the project-based work methodology were the to pies that the student considered most significant in her practice. Considering the training in context, this document also presents characterizations of the institutions, groups, and activity rooms, as well as the research methodology used. Finally, in the concluding reflection, the student reflected on her entire formative journey, highlighting the difficulties encountered and outlining future possibilities for professional development.
Descrição
Palavras-chave
Educação de Infância Intencionalidade educativa lnterações adulto-criança Metodologia de Trabalho de Projeto Early childhood education Educational intentionality lnteractions adult-children Project Work Methodology
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação