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Abstract(s)
O presente Relatório de Estágio surge no âmbito da Unidade Curricular de Prática Educativa Supervisionada, parte integrante no Mestrado em Educação Pré-Escolar, no qual a mestranda reflete sobre a sua prática e os seus processos de aprendizagem profissional desenvolvidos nos contextos educativos de Creche e de Educação Pré-Escolar.
Estabelecendo uma articulação entre os quadros teóricos e a ação desenvolvida na prática, a mestranda teve a oportunidade de, através de uma aproximação à metodologia de investigação-ação, recorrer a estratégias formativas de observação, planificação, ação, avaliação e reflexão que lhe permitiram a compreensão de problemáticas decorrentes da ação, bem como da importância do uso da reflexão diariamente.
Concomitantemente, o trabalho cooperativo e colaborativo entre todos os atores educativos e o processo de supervisão inerente à prática revelaram-se fundamentais na co construção de saberes, apoiada numa reflexão conjunta na, para e sobre a ação.
Neste sentido, a mestranda foi desenvolvendo atitudes questionadoras, indagadoras e críticas ao longo da sua prática educativa, que culminaram no desenvolvimento de não só conhecimentos e competências profissionais da mesma, como momentos de bem-estar e aprendizagem proporcionadas às crianças.
Por fim, a mestranda dá relevo à formação ao longo da vida, sendo que considera necessário o desenvolvimento de novos saberes, de forma gradual, com o objetivo de ser capaz de dar resposta aos diferentes desafios da sociedade vigente e, assim, a todas as necessidades e interesses das crianças.
The present Internship Report within the Curricular Unit of Supervised Educational Practice, part of the Master's in Pre-School Education, in which the student reflects on her practice and her professional learning processes developed in the educational contexts of Daycare and Pre-School Education. By establishing an articulation between the theoretical concepts and the action developed in practice, the master student had the opportunity to, through an approach to research-action methodology, resort to formative strategies of observation, planning, action, evaluation and reflection that allowed her to understand problems that arise from the action, as well as the importance of daily reflection. Simultaneously, cooperative and collaborative work between all educational actors and the process of supervision inherent to the practice have proved to be fundamental in the development of knowledge, supported by a joint reflection on, for and about action. In this sense, the master’s student began to develop questioning, inquiring and critical attitudes throughout her educational practice, culminating in the development of not only professional knowledge and skills, but also moments of well-being and learning provided to the children. Lastly, the master's student emphasizes lifelong learning and considers that it is necessary to develop new knowledge, in a gradual way, with the aim of being able to respond to the different challenges of the current society and, thus, to all the needs and interests of children.
The present Internship Report within the Curricular Unit of Supervised Educational Practice, part of the Master's in Pre-School Education, in which the student reflects on her practice and her professional learning processes developed in the educational contexts of Daycare and Pre-School Education. By establishing an articulation between the theoretical concepts and the action developed in practice, the master student had the opportunity to, through an approach to research-action methodology, resort to formative strategies of observation, planning, action, evaluation and reflection that allowed her to understand problems that arise from the action, as well as the importance of daily reflection. Simultaneously, cooperative and collaborative work between all educational actors and the process of supervision inherent to the practice have proved to be fundamental in the development of knowledge, supported by a joint reflection on, for and about action. In this sense, the master’s student began to develop questioning, inquiring and critical attitudes throughout her educational practice, culminating in the development of not only professional knowledge and skills, but also moments of well-being and learning provided to the children. Lastly, the master's student emphasizes lifelong learning and considers that it is necessary to develop new knowledge, in a gradual way, with the aim of being able to respond to the different challenges of the current society and, thus, to all the needs and interests of children.
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Keywords
Creche Criança Educação pré-escolar Desenvolvimento profissional Daycare Child Pre-school education Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação