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Advisor(s)
Abstract(s)
Documentar porquê, para quê, quando e o que fazer com a informação daí
retirada?
A documentação pedagógica vai mais além do que uma mera recolha de
evidências que justifiquem uma avaliação individual; do ponto de vista do docente
permite que este tome consciência do trabalho que está a desenvolver pois obtém
provas interpretativas de como as crianças processam a aprendizagem, assim como
quais os significados que atribuem a determinada ocorrência, sendo possível decidir
com mais estabilidade quais os futuros avanços que determinada situação deverá ter.
Do ponto de vista da criança, permite que esta revisite o seu trabalho, reflita sobre o
mesmo e se questione de forma crítica sem receios de estar errada.
Desta forma, o presente trabalho tem como objetivo retratar de forma reflexiva
as semanas de intervenção de prática pedagógica, sendo que pretende igualmente
registar o trabalho desenvolvido em investigação-ação, sob o tema de documentação
pedagógica, que decorreu com o grupo de crianças de Jardim de Infância.
Após a caracterização do grupo, foi percetível que o mesmo apresentava
bastantes fatores protetores que faziam com que possíveis problemáticas fossem
praticamente inexistentes ou bem adaptadas ao grupo, não se podendo considerá-las
para este trabalho. Assim, e em conjunto com a supervisora institucional e a
educadora cooperante, decidiu-se em conjunto que a investigação-ação seria mais
focada no desenvolvimento profissional da estudante em causa.
Com o decorrer do trabalho foi sendo mais acessível a identificação do que é
pertinente para o avançar em novos caminhos. No entanto, é seguro afirmar que
quando se trata de observar a documentação recolhida ao longo do tempo toda a
prática é essencial, visto que ainda é uma ferramenta em construção no
desenvolvimento profissional da estudante.
ABSTRACT To document, why and for what use? How to treat the information gathered? The documentation goes beyond the mere gather of evidence that justify an individual evaluation; from the point of view of the teacher it allows him to be more conscious of the work that he is developing since he obtains interpretative proof on how the children process apprenticeship, and also the meanings that they input to a determined occurrence, therefore allowing for a more conscious evaluation on how to define the future teachings on each situation. From the child's point of view, it allows her to review her work, reflect on it and to question critically without fear of being wrong. The present study aims to portray reflexively the weeks of the practice intervention, and also intends to register the work developed in action-research under the theme of pedagogical documentation, held with the group of children from the kindergarten. After characterizing the group, it was apparent that it presented enough protective factors that made it impossible for problematic situations to occur, and the ones that did, were well resolved by the group and therefore couldn’t be considered for this work. Thus, in conjunction with the institutional supervisor and the cooperating teacher, it was decided that the research-action would be more focused on the professional development of this masters’ degree student. During the course of this work it started to be more evident the identification of what is more relevant to advance in new ways. However, it is safe to say that when it comes to observe the documentation collected over time all the practice its essential, since it is still a the construction tool in the professional development of the student.
ABSTRACT To document, why and for what use? How to treat the information gathered? The documentation goes beyond the mere gather of evidence that justify an individual evaluation; from the point of view of the teacher it allows him to be more conscious of the work that he is developing since he obtains interpretative proof on how the children process apprenticeship, and also the meanings that they input to a determined occurrence, therefore allowing for a more conscious evaluation on how to define the future teachings on each situation. From the child's point of view, it allows her to review her work, reflect on it and to question critically without fear of being wrong. The present study aims to portray reflexively the weeks of the practice intervention, and also intends to register the work developed in action-research under the theme of pedagogical documentation, held with the group of children from the kindergarten. After characterizing the group, it was apparent that it presented enough protective factors that made it impossible for problematic situations to occur, and the ones that did, were well resolved by the group and therefore couldn’t be considered for this work. Thus, in conjunction with the institutional supervisor and the cooperating teacher, it was decided that the research-action would be more focused on the professional development of this masters’ degree student. During the course of this work it started to be more evident the identification of what is more relevant to advance in new ways. However, it is safe to say that when it comes to observe the documentation collected over time all the practice its essential, since it is still a the construction tool in the professional development of the student.
Description
Relatório da Prática Profissional Supervisionada. Mestrado em educação pré-escolar
Keywords
Documentação pedagógica Currículo emergente Documentation Emerging curriculum