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Educar para pertencer: O Património como promotor da identidade pessoal e cultural na infância
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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 creche e educação pré-escolar, o estágio procurou articular os conhecimentos teóricos adquiridos ao longo do mestrado com a prática pedagógica, promovendo uma intervenção educativa crítica, intencional e centrada na criança enquanto sujeito ativo do seu desenvolvimento integral, orientada por documentos teóricos e legais que sustentam uma educação de excelência.
A prática pedagógica apoiou-se na Metodologia de Trabalho de Projeto, valorizando os interesses das crianças e a sua participação ativa na construção do conhecimento, incentivando colaboração, curiosidade e investigação, e na Metodologia de Investigação-Ação, que possibilitou um processo contínuo de observação, reflexão e avaliação. A utilização da IA promoveu uma reflexão mais aprofundada sobre as práticas educativas, apoiando decisões fundamentadas, a adaptação de estratégias e a diversificação das propostas. Este processo contribuiu para uma melhoria contínua, tornando a prática mais intencional, flexível e centrada na participação ativa das crianças, aumentando o seu interesse, motivação e envolvimento.
Um eixo central do trabalho educativo foi a valorização do património, permitindo articular aprendizagens com as famílias, a comunidade, a cultura e a história local. Esta abordagem proporcionou vivências significativas, fundamentais para o desenvolvimento da identidade e do sentido de pertença das crianças. Para além disso, foram integradas estratégias inclusivas, como a utilização da Língua Gestual Portuguesa, e valorizada a diversidade cultural, promovendo simultaneamente o respeito, o pensamento crítico e a participação consciente das crianças nos contextos educativos e culturais em que se inserem.
This Internship Report was prepared within the scope of Supervised Educational Practice, a core component of the Master’s in Early Childhood Education at the School of Education of the Polytechnic Institute of Porto. Conducted in nursery and preschool settings, the internship sought to integrate the theoretical knowledge acquired throughout the master’s programme with pedagogical practice, promoting a critical, intentional educational intervention focused on the child as an active agent in their holistic development, guided by theoretical and legal documents that underpin high-quality education. The pedagogical practice was based on the Project Work Methodology, valuing the children’s interests and their active participation in knowledge construction, encouraging collaboration, curiosity, and inquiry, as well as on the Action-Research Methodology, which enabled a continuous process of observation, reflection, and evaluation. The use of AI fostered deeper reflection on educational practices, supporting informed decision-making, the adaptation of strategies, and the diversification of proposals. This process contributed to continuous improvement, making the practice more intentional, flexible, and centered on children’s active participation, enhancing their interest, motivation, and engagement. A central focus of the educational work was the valorisation of heritage, enabling the articulation of learning with families, the community, culture, and local history. This approach provided meaningful experiences, fundamental for the development of the children’s identity and sense of belonging. In addition, inclusive strategies were integrated, such as the use of Portuguese Sign Language, and cultural diversity was valued, simultaneously promoting respect, critical thinking, and the conscious participation of children within the educational contexts in which they are immersed.
This Internship Report was prepared within the scope of Supervised Educational Practice, a core component of the Master’s in Early Childhood Education at the School of Education of the Polytechnic Institute of Porto. Conducted in nursery and preschool settings, the internship sought to integrate the theoretical knowledge acquired throughout the master’s programme with pedagogical practice, promoting a critical, intentional educational intervention focused on the child as an active agent in their holistic development, guided by theoretical and legal documents that underpin high-quality education. The pedagogical practice was based on the Project Work Methodology, valuing the children’s interests and their active participation in knowledge construction, encouraging collaboration, curiosity, and inquiry, as well as on the Action-Research Methodology, which enabled a continuous process of observation, reflection, and evaluation. The use of AI fostered deeper reflection on educational practices, supporting informed decision-making, the adaptation of strategies, and the diversification of proposals. This process contributed to continuous improvement, making the practice more intentional, flexible, and centered on children’s active participation, enhancing their interest, motivation, and engagement. A central focus of the educational work was the valorisation of heritage, enabling the articulation of learning with families, the community, culture, and local history. This approach provided meaningful experiences, fundamental for the development of the children’s identity and sense of belonging. In addition, inclusive strategies were integrated, such as the use of Portuguese Sign Language, and cultural diversity was valued, simultaneously promoting respect, critical thinking, and the conscious participation of children within the educational contexts in which they are immersed.
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Palavras-chave
Cidadania ativa História local Inclusão Património Prática educativa supervisionada Active Citizenship Heritage Inclusion Local History Supervised educational practice