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Abstract(s)
No presente relatório pode ler-se uma análise reflexiva sobre a prática pedagógica e a investigação realizada no âmbito da Unidade Curricular Prática Profissional Supervisionada II (PPS II). Esta realizou-se durante cerca de três meses e meio, numa Instituição Particular de Solidariedade Social (IPSS), situada num bairro na Área Metropolitana de Lisboa, cujo modelo pedagógico decretado é o Movimento da Escola Moderna (MEM). O grupo com o qual contactei frequentava a valência de Jardim de Infância (JI) e era composto por 24 crianças com idades compreendidas entre os 2 e os 5 anos.
Este trabalho visa apresentar os processos vividos ao longo da PPS II, através de uma intervenção pedagógica de cariz investigativo, a fim de me tornar Educadora de Infância. Neste sentido, no mesmo consta a caracterização do contexto em questão, as minhas intencionalidades pedagógicas e a avaliação da minha ação educativa.
No que concerne à componente investigativa, denoto que se trata de um estudo de caso exploratório, de natureza qualitativa, cuja problemática se prende com a escrita como instrumento de autorreflexibilidade do educador de infância. Durante a investigação, recorri, essencialmente à observação direta, utilizando Notas de Campo (NC), Registos Diários (RD) e Reflexões Semanais (RS) como instrumentos de recolha de dados, a fim de, posteriormente, caracterizar o modo como os escritos me ajudam a refletir relativamente à minha prática.
Finalmente, é apresentada uma reflexão crítica que pretende retratar o modo como iniciei a construção da profissionalidade docente através da Prática Profissional Supervisionada I e II.
The present report is about a reflexive analysis about the pedagogical practice and investigation done within the curricular unit of Supervised Professional Practice II (PPS II). This lasted for about three and a half months and was done in a Private Institution of Social Solidarity (IPSS), located in a neighbourhood within the Lisbon Metropolitan Area, whose pedagogical model in place was the Modern School Movement (MEM). The group of children that I analysed attended kindergarten and was composed of 24 children with ages between 2 and 5 years old. This work aims at presenting the processes experienced throughout the SPP II, through a pedagogical intervention, in a research mode, with final objective of becoming a Kindergarten Teacher. In this matter, this report contains a characterization of the context of the analysis, as well as my pedagogical intentions and the evaluation of my educational action. When it comes to the investigative component, this is a study of an exploratory case, with qualitative nature, whose problematic is writing as a tool for self-reflexibility of the kindergarten teacher. During my investigation, I resorted essentially to direct observation, using Field Notes (NC), Daily Records (RD) and Weekly Reflections (RS) as resources, aiming at categorizing the way notes helped to reflect on my practice. Finally, the present critical reflection intends to show the way I started building my teaching professional career through Supervised Professional Practice I and II.
The present report is about a reflexive analysis about the pedagogical practice and investigation done within the curricular unit of Supervised Professional Practice II (PPS II). This lasted for about three and a half months and was done in a Private Institution of Social Solidarity (IPSS), located in a neighbourhood within the Lisbon Metropolitan Area, whose pedagogical model in place was the Modern School Movement (MEM). The group of children that I analysed attended kindergarten and was composed of 24 children with ages between 2 and 5 years old. This work aims at presenting the processes experienced throughout the SPP II, through a pedagogical intervention, in a research mode, with final objective of becoming a Kindergarten Teacher. In this matter, this report contains a characterization of the context of the analysis, as well as my pedagogical intentions and the evaluation of my educational action. When it comes to the investigative component, this is a study of an exploratory case, with qualitative nature, whose problematic is writing as a tool for self-reflexibility of the kindergarten teacher. During my investigation, I resorted essentially to direct observation, using Field Notes (NC), Daily Records (RD) and Weekly Reflections (RS) as resources, aiming at categorizing the way notes helped to reflect on my practice. Finally, the present critical reflection intends to show the way I started building my teaching professional career through Supervised Professional Practice I and II.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação Pré-Escolar
Keywords
Autorreflexibilidade Escrita Educação de Infância Self-reflexibility Writing Kindergarten teacher
Citation
Silva, J. M. A. (2023). A escrita como instrumento de autorreflexibilidade do educador de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16524
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa