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A projetualidade e o brincar como eixos centrais na aprendizagem profissional em educação de infância
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| 2.52 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Estágio foi elaborado no âmbito da Prática Educativa Supervisionada, componente central do Mestrado em Educação Pré-Escolar da Escola Superior de Educação do Politécnico do Porto. Desenvolvido em contextos de educação em creche e de educação préescolar, este percurso formativo procurou articular o saber académico (teoria) com a realidade educativa (prática), promovendo uma ação pedagógica refletida, crítica e centrada na criança. A intervenção pedagógica baseou-se na Metodologia de Investigação-Ação, que sustentou uma prática reflexiva e contínua, e na Metodologia de Trabalho de Projeto, potenciando o envolvimento ativo das crianças na construção do conhecimento. Um dos principais focos da prática foi a reorganização dos espaços educativos, com destaque para a transformação da varanda na valência de creche e da sala de atividades na valência de educação pré-escolar, assumindo o brincar como motor de desenvolvimento, aprendizagem e bem-estar.
Neste percurso, destacou-se também a implementação do projeto Exploradores dos Países, que, através de atividades colaborativas e significativas, incentivou a curiosidade das crianças e reforçou a comunicação com as famílias. Este relatório reflete, assim, o processo de crescimento pessoal e profissional da mestranda, evidenciando competências adquiridas e uma prática educativa intencional, inclusiva e orientada pelos princípios das Orientações Pedagógicas para Creche e das Orientações Curriculares para a Educação Pré-Escolar.
This Internship Report was prepared as part of the Supervised Educational Practice, a core component of the Master's Degree in Preschool Education at the School of Education of the Polytechnic Institute of Porto. Developed in the contexts of nursery and preschool education, this training course sought to combine academic knowledge (theory) with educational reality (practice), promoting reflective, critical, and child-centered teaching. The pedagogical intervention was based on the Action Research Methodology, which supported reflective and continuous practice, and on the Project Work methodology, promoting the active involvement of children in the construction of knowledge. One of the main focuses of the practice was the reorganization of educational spaces, with emphasis on the transformation of the balcony into a daycare center and the activity room into a preschool education center, assuming play as a driver of development, learning, and well-being. Another highlight of this journey was the implementation of the “Country Explorers” project, which, through collaborative and meaningful activities, encouraged children's curiosity and strengthened communication with families. This report thus reflects the master's student's personal and professional growth process, highlighting the skills acquired and an intentional, inclusive educational practice guided by the principles of the Pedagogical Guidelines for Daycare and the Curriculum Guidelines for Preschool Education.
This Internship Report was prepared as part of the Supervised Educational Practice, a core component of the Master's Degree in Preschool Education at the School of Education of the Polytechnic Institute of Porto. Developed in the contexts of nursery and preschool education, this training course sought to combine academic knowledge (theory) with educational reality (practice), promoting reflective, critical, and child-centered teaching. The pedagogical intervention was based on the Action Research Methodology, which supported reflective and continuous practice, and on the Project Work methodology, promoting the active involvement of children in the construction of knowledge. One of the main focuses of the practice was the reorganization of educational spaces, with emphasis on the transformation of the balcony into a daycare center and the activity room into a preschool education center, assuming play as a driver of development, learning, and well-being. Another highlight of this journey was the implementation of the “Country Explorers” project, which, through collaborative and meaningful activities, encouraged children's curiosity and strengthened communication with families. This report thus reflects the master's student's personal and professional growth process, highlighting the skills acquired and an intentional, inclusive educational practice guided by the principles of the Pedagogical Guidelines for Daycare and the Curriculum Guidelines for Preschool Education.
Description
Keywords
Brincar Famílias Ambiente Educativo Criança Supervised Educational Practice Early Childhood Education Action Research Play Families Educational Environment Children