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Authors
Advisor(s)
Abstract(s)
O presente relatório surge com o objetivo de dar a conhecer de forma refletida o trabalho desenvolvido num jardim-de-infância, no âmbito da prática profissional supervisionada em jardim-de-infância, e que decorreu entre setembro de 2016 e janeiro de 2017. Esta prática está inserida no plano de estudo do Mestrado em Educação Pré-Escolar acreditada pela Escola Superior de Educação de Lisboa.
A Metodologia de Trabalho de Projeto manifestou-se ao longo de toda a prática como uma abordagem para a participação das crianças na sua aprendizagem, pelo que se tornou numa problemática emergente, investigada e refletida no presente relatório. Através da metodologia qualitativa procurei perceber de que forma esta contribui para o conhecimento científico das crianças bem como o impacto que a estrutura da rotina diária tem para a realização do trabalho de projeto. Como principais resultados ressalvo que a MTP é efetivamente uma abordagem participativa no sentido em que parte do que as crianças querem saber para o que ficaram a saber, através da pesquisa e do planeamento de tarefas. A rotina diária influencia a aplicação desta metodologia no sentido em que é organizadora do dia-a-dia e das atividades das crianças, ao mesmo tempo que impossibilita momentos mais espontâneos de aprendizagens significativas. Apesar disto, importa referir a importância do/a educador/a como alguém que ajusta a rotina e o planeamento diário aos interesses das crianças.
A estrutura do trabalho consiste numa síntese crítica e refletida de todo o processo no que toca à observação, planeamento e avaliação da prática pedagógica, aliado à resposta da investigação proposta. Para tal, apresenta-se uma reflexão sobre o contexto socioeducativo que resultou na definição de intenções específicas para a ação pedagógica, cuja intervenção e avaliação se apresenta por meio de uma reflexão, evidenciando as situações mais relevantes que melhor expressem o trabalho desenvolvido. A construção da profissionalidade, inerente a todo o processo e cujo presente relatório se constitui como uma importante contribuição, apresenta-se no último capítulo com o intento de refletir sobre a identidade profissional.
ABSTRACT The current report rises with the goal of offering the knowledge in a reflected way of the work developed in a kindergarten, according to the supervised professional practice on kindergarten, which occurred between september 2016 and january 2017. This practice is enveloped on the Masters of pre-scholar education credited by Escola Superior de Educação de Lisboa. The Work Project Approach has manifested throughout all of the practice as an approach to the participation of the children on their learning, as it has become an emerging problematic, investigated and reflected upon the current report. Through the qualitative methodology I have looked to understand in which way I contributed to the scientific knowledge of the children moreover the impact that the structure of the daily routine has on the realization of the project’s work. As main results I assure that the Work Project Approach is effectively a participative approach on the way that part of the children want to know what they just learnt, throught a research of the tasks plan. The daily routine influences the application of this methodology in a way that it organizes the day-by-day of the children’s activities, at the same time as it denies more spontaneous moments of significative learnings. In spite of this, it matters to refer the importance of the educator as someone who adjusts the routine and the daily plan according to the children’s interests. The structure of the work consists on a synthesis that is criticized and reflected upon the entire process in regard to observation, planning and the evaluation of the pedagogical practice, allied to the answer of the proposed investigation. For such, it is presented a reflection over the socioeducational context which resulted on the definition of specific intentions toward the pedagogical action, such intervention and evaluation is presented by means of a reflection, highlighting the more relevant situations to express the developed work. The creation of professionality, inherent to the whole process and whose report constitutes as an important contribution, is presented on the last chapter with the intent of reflecting about the professional identity.
ABSTRACT The current report rises with the goal of offering the knowledge in a reflected way of the work developed in a kindergarten, according to the supervised professional practice on kindergarten, which occurred between september 2016 and january 2017. This practice is enveloped on the Masters of pre-scholar education credited by Escola Superior de Educação de Lisboa. The Work Project Approach has manifested throughout all of the practice as an approach to the participation of the children on their learning, as it has become an emerging problematic, investigated and reflected upon the current report. Through the qualitative methodology I have looked to understand in which way I contributed to the scientific knowledge of the children moreover the impact that the structure of the daily routine has on the realization of the project’s work. As main results I assure that the Work Project Approach is effectively a participative approach on the way that part of the children want to know what they just learnt, throught a research of the tasks plan. The daily routine influences the application of this methodology in a way that it organizes the day-by-day of the children’s activities, at the same time as it denies more spontaneous moments of significative learnings. In spite of this, it matters to refer the importance of the educator as someone who adjusts the routine and the daily plan according to the children’s interests. The structure of the work consists on a synthesis that is criticized and reflected upon the entire process in regard to observation, planning and the evaluation of the pedagogical practice, allied to the answer of the proposed investigation. For such, it is presented a reflection over the socioeducational context which resulted on the definition of specific intentions toward the pedagogical action, such intervention and evaluation is presented by means of a reflection, highlighting the more relevant situations to express the developed work. The creation of professionality, inherent to the whole process and whose report constitutes as an important contribution, is presented on the last chapter with the intent of reflecting about the professional identity.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Metodologia de Trabalho de Projeto Rotina diária Aprendizagem Intenções Jardim de infância Work project approach Daily routine Learning Intentions Kindergarten