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Percurso formativo em educação pré-escolar: Prática de Ensino Supervisionada de Educação Pré-Escolar e Orientações Pedagógicas para a Creche
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| 3.32 MB | Adobe PDF |
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O presente relatório divide-se em duas partes. A primeira parte consagra as reflexões acerca das práticas experienciadas no estágio em Educação Pré-Escolar. Nesta reflexão crítica consta uma análise das experiências vivenciadas em contexto de estágio bem como o meu desempenho no decorrer do mesmo tendo em conta o perfil de desempenho profissional do educador de infância (Decreto Lei 240/2001 & Decreto Lei 241/2001). Relativamente à segunda parte do relatório, a base da investigação fundamentou-se num estudo comparativo entre dois documentos que remetem para a pedagogia em creche. Um deles é um documento, de acesso restrito, oriundo de um grupo de trabalho liderado por uma investigadora da Universidade de Aveiro, G. Portugal (2016), o segundo é o documento oficial “Orientações Pedagógicas para a Creche” (2024), que atualmente serve de referência às práticas dos profissionais que trabalham nesta área. Na investigação foram considerados indicadores de análise, a saber: i) estrutura dos documentos; ii) práticas pedagógicas (papel dos profissionais/parcerias, trabalho em equipa, conceção de criança, ambiente educativo, experiências de aprendizagem) e iii) dinâmicas colaborativas e transição para a educação pré-escolar (trabalho com a família, parcerias e comunidade e transição para o jardim de infância). Foi possível verificar a existência de diferenças quanto à forma e conceção dos documentos bem como ao aprofundamento nos domínios em análise. Contudo a visão de criança que nos é facultada em ambos é a de um ser competente e com agência, que está em desenvolvimento, num processo educativo que se requer intencional. Evidencia-se ainda que, no caso das OPC (2026), encontramos um documento coerente e articulado com as Orientações Curriculares para a Educação Pré-Escolar (2016), o que é de extrema relevância para garantir um trabalho de continuidade educativa entre os dois ciclos educativos.
This report is divided into two parts. The first part enshrines reflections on the practices experienced during the internship in Early Childhood Education. This critical reflection includes an analysis of the experiences I had in the context of the internship, as well as my performance during it, taking into account the professional performance profile of the kindergarten teacher (DL 240/2001 & DL 241/2001). Regarding the second part of the report, the research was based on a comparative study between two documents that refer to daycare pedagogy. One of them is a document, with restricted access, originating from a working group led by a researcher from the University of Aveiro, G. Portugal, the second is the official document “Pedagogical Guidelines for Nursery Schools” (2024), which currently serves as a reference for the practices of professionals working in this area. In the investigation, analysis indicators were considered, namely: i) structure of documents; ii) pedagogical practices (role of professionals/partnerships, teamwork, conception of children, educational environment, learning experiences) and iii) collaborative dynamics and transition to early childhood education (work with family, partnerships and community and transition to kindergarten). It was possible to verify the existence of differences in the form and design of the documents as well as in the depth of the domains under analysis. However, the vision of a child that is given to us in both is that of a competent being with agency, who is developing, in an educational process that requires intentionality. It is also evident that, in the case of OPCs (2026), we found a document that is coherent and articulated with the Curricular Guidelines for Early Childhood Education (2016), which is extremely relevant to guarantee educational continuity between the two educational cycles
This report is divided into two parts. The first part enshrines reflections on the practices experienced during the internship in Early Childhood Education. This critical reflection includes an analysis of the experiences I had in the context of the internship, as well as my performance during it, taking into account the professional performance profile of the kindergarten teacher (DL 240/2001 & DL 241/2001). Regarding the second part of the report, the research was based on a comparative study between two documents that refer to daycare pedagogy. One of them is a document, with restricted access, originating from a working group led by a researcher from the University of Aveiro, G. Portugal, the second is the official document “Pedagogical Guidelines for Nursery Schools” (2024), which currently serves as a reference for the practices of professionals working in this area. In the investigation, analysis indicators were considered, namely: i) structure of documents; ii) pedagogical practices (role of professionals/partnerships, teamwork, conception of children, educational environment, learning experiences) and iii) collaborative dynamics and transition to early childhood education (work with family, partnerships and community and transition to kindergarten). It was possible to verify the existence of differences in the form and design of the documents as well as in the depth of the domains under analysis. However, the vision of a child that is given to us in both is that of a competent being with agency, who is developing, in an educational process that requires intentionality. It is also evident that, in the case of OPCs (2026), we found a document that is coherent and articulated with the Curricular Guidelines for Early Childhood Education (2016), which is extremely relevant to guarantee educational continuity between the two educational cycles
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Educação Pré-Escolar perfil de desempenho do educador de infância orientações pedagógicas para a creche criança bebé desenvolvimento profissionais Preschool Education kindergarten teacher performance profile pedagogical guidelines for daycare child baby development
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