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Advisor(s)
Abstract(s)
Como culminar de todas as aprendizagens adquiridas ao longo da formação
académica na área da Educação, surge o presente relatório como espelho da Prática
Profissional Supervisionada (PPS) realizada no Mestrado em Educação Pré-Escolar, em
contextos de Creche e de Jardim de Infância (JI).
É objetivo deste texto concretizar a análise crítica e reflexiva da intervenção
desenvolvida em ambos os contextos educativos, desde as intenções delineadas para uma
ação pedagógica coerente e significativa à sua ilustração com a própria prática
experienciada.
Fruto dos diversos estágios, surge um aspeto – que dá título ao relatório – a destacar
de entre os outros decorrentes da intervenção educativa. Aborda-se a interação adultocriança
no momento da brincadeira, querendo assumir o adulto como brincador,
valorizando-se o brincar como fonte de aprendizagens significativas para as crianças.
Assim, são vistos os conceitos de brincar, tempo-espaço das crianças e participação do
adulto, também com o intuito de se compreender qual o papel do adulto e quais as
estratégias a adotar para uma abordagem não intrusiva na brincadeira. Este tema emerge
também da própria postura de futura educadora que tentei construir ao longo das
intervenções pedagógicas que pude realizar. Só assim, refletindo a prática, é que se poderá
traçar o perfil mais adequado do profissional de educação pré-escolar.
ABSTRACT As a result of all the apprenticeship acquired throughout the academic formation in the area of Education, comes the present report as a mirror of the Supervised Professional Practice (SPP) developed in Master Degree in Pre-School Education, in the social and educational contexts of nursery and kindergarten. It is the purpose of this text to establish the critical and reflexive analysis of the intervention developed in both educative contexts, from the intentions lined for a coherent and meaningful pedagogical action to an illustration of its own experienced practice. As an outcome of the different internships, one aspect – which gives name to this report – stands out above others resulting from the educational intervention. It addresses the adult-child interaction during the play time, wanting to assume the adult as a player, valuing the playing as source of meaningful apprenticeships for children. Therefore are revised the concepts of playing, children’s time-space and the adult’s participation, also with the goal of understanding what’s the role of the adult and which are the strategies to adopt for an non-intrusive approach to the play time. This subject emerges also from my own posture of future educator that I’ve been trying to build over the pedagogical interventions I went through. Only reflecting about the practice can you establish a more suitable profile of a Pre-School Education’s professional.
ABSTRACT As a result of all the apprenticeship acquired throughout the academic formation in the area of Education, comes the present report as a mirror of the Supervised Professional Practice (SPP) developed in Master Degree in Pre-School Education, in the social and educational contexts of nursery and kindergarten. It is the purpose of this text to establish the critical and reflexive analysis of the intervention developed in both educative contexts, from the intentions lined for a coherent and meaningful pedagogical action to an illustration of its own experienced practice. As an outcome of the different internships, one aspect – which gives name to this report – stands out above others resulting from the educational intervention. It addresses the adult-child interaction during the play time, wanting to assume the adult as a player, valuing the playing as source of meaningful apprenticeships for children. Therefore are revised the concepts of playing, children’s time-space and the adult’s participation, also with the goal of understanding what’s the role of the adult and which are the strategies to adopt for an non-intrusive approach to the play time. This subject emerges also from my own posture of future educator that I’ve been trying to build over the pedagogical interventions I went through. Only reflecting about the practice can you establish a more suitable profile of a Pre-School Education’s professional.
Description
Relatório da UC Prática Profissional Supervisionada
Mestrado em Educação Pré-Escolar
Keywords
Brincar Tempo-espaço da criança Interação adulto-criança Participação do adulto Play Children’s time-space Interaction Adult’s participation