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Authors
Abstract(s)
O presente relatório de estágio surge no seguimento da prática pedagógica
supervisionada desenvolvida, neste 2º ciclo de estudos, tanto em jardim de
infância (educação pré-escolar) como em creche, e tem como objetivo destacar
a importância deste período na nossa formação profissional, bem como a
realização de uma análise reflexiva, acerca dos processos de desenvolvimento
na prática, e que se pretendem enquadrados no Perfil específico de desempenho
profissional do educador de infância.
Considera-se importante mencionar que o estágio foi desenvolvido numa sala de cinco anos e numa sala de dois anos,
respetivamente.
De forma a desenvolver uma praxis competente, utilizou-se como
metodologia a investigação-ação com recurso às “orientações globais para o
educador” preconizadas pelas Orientações Curriculares para a Educação Pré-
Escolar. Apesar de as “orientações globais para o educador” se encontrarem
direcionadas para a educação pré-escolar, entendeu-se, após reflexão, que
poderiam, perfeitamente, ser aplicáveis à creche.
A utilização de processos como observar, planear, agir e avaliar, articulados
com a utilização de referenciais teóricos, são centrais na prática de qualquer
educador de infância, de forma a sustentar as suas opções metodológicas.
Entendeu-se, ainda, fundamental, acrescentar o processo da reflexão, transversal
aos acima referidos, pois é através da reflexão que se avaliam as práticas e
dinâmicas desenvolvidas, numa perspetiva de desenvolvimento
socioprofissional.
This internship report follows the pedagogical supervised teaching practice, developed in this 2nd cycle of studies, both in kindergarten (pre-school) as in day care, and aims to highlight the importance of this period in our vocational training, and the realization of a reflective analysis about the development process in practice, and which are to be classified in the specific performance profile of professional early childhood educator. It is considered important to mention that the training was developed in a five year old and two year old classroom, respectively. In order to develop a competent praxis, was used the action-research methodology using as resource the “global guidelines for the educator” recommended by the Curriculum Guidelines for Preschool Education. Although the "global guidelines for the educator" where targeted for pre-school education, it was felt, after reflection, that could be perfectly applicable to day care. The use of processes such as observing, planning, acting and evaluating, articulated with the use of theoretical frameworks, are central to the practice of any kindergarten teacher, in order to sustain their methodological choices. It was understood, also fundamental, adding the process of reflection, cross to the above, it is through reflection that evaluate the practices and dynamics developed, in a perspective of occupational development.
This internship report follows the pedagogical supervised teaching practice, developed in this 2nd cycle of studies, both in kindergarten (pre-school) as in day care, and aims to highlight the importance of this period in our vocational training, and the realization of a reflective analysis about the development process in practice, and which are to be classified in the specific performance profile of professional early childhood educator. It is considered important to mention that the training was developed in a five year old and two year old classroom, respectively. In order to develop a competent praxis, was used the action-research methodology using as resource the “global guidelines for the educator” recommended by the Curriculum Guidelines for Preschool Education. Although the "global guidelines for the educator" where targeted for pre-school education, it was felt, after reflection, that could be perfectly applicable to day care. The use of processes such as observing, planning, acting and evaluating, articulated with the use of theoretical frameworks, are central to the practice of any kindergarten teacher, in order to sustain their methodological choices. It was understood, also fundamental, adding the process of reflection, cross to the above, it is through reflection that evaluate the practices and dynamics developed, in a perspective of occupational development.
Description
Keywords
Educador de infância Desempenho profissional Reflexão Desenvolvimento socioprofissional Kindergarten teacher Professional development Reflection Occupational development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação