IPLUSO 22145

Beginning Practice in Pre-School Education

• ApresentaçãoPresentation

  This course is essential for the initiation of professional practice in preschool education contexts. It has a strong theoretical component that aims to substantiate and understand educational action through participant observation; plan and act pedagogically in a sustained, reflective and context-appropriate way; and acquire tools for evaluating and recording educational action. This course also involves continuous contact with host institutions and cooperating supervisors - preparation of protocols; formalization of internships (signing of internship contracts); meetings with cooperating educators; supervision; evaluation; etc.
• ProgramaProgramme

  Theoretical and Methodological Component: Educational Action and Curriculum OCEPE, Legal documents of EPE Documents that frame the educational action (educational project, internal regulations, school/group curricular project) Pedagogical approaches to educational action Routines (annual activity plan, weekly schedule) Activity planning Participant observation Field notes Project work, EPE projects Practical Component: Participant observation Participation and implementation of activities Collaborative educational action Reflection and critical analysis of educational action
• ObjectivosObjectives

  Collaborate and act in accordance with the ideologies and values ¿¿of the cooperating institution. Establish good interaction with the team Participate in activities organized by the cooperating supervisor Recognize the importance of organizing the educational environment (space, time, materials, educational documents, etc.) Identify the educational intentionality of the educational practices observed or participated in Collaborate in the planning, preparation and promotion of activities with the cooperating supervisor Prepare an analytical and reflective report on the internship practice using observation, recording, documentation and evaluation tools.
• BibliografiaBibliography

  Brooker, I., Blaise, M. & Edwards, S. (Eds.). (2014). The Sage handbook of play and learning in early childhood. Sage Cardona, M. J. et al (2021). Planear e Avaliar na Educação Pré-Escolar. DGE. Ferreira, M., & Tomás, C. (2018). “O pré-escolar faz a diferença?” Políticas educativas na educação de infância e práticas pedagógicas. Revista Portuguesa de Educação, 31(2), 68-84. Oliveira-Formosinho, J., & Formosinho, J. (2017). Pedagogia-em-Participação: a documentação pedagógica no âmago da instituição dos direitos da criança no cotidiano. Em Aberto, 30(100). Oliveira-Formosinho, J., Lino, D., & Niza, S. (2007). Modelos Curriculares para a Educação de Infância-Construindo uma práxis de participação. Porto Editora. Pinazza, M., & Fochi, P. (2018). Documentação Pedagógica: observar, registar e (re)criar significados. Revista Linhas, 19(40), 184-199. Silva, L. S., Marques, L., Mata, L., & Rosa, M. (2016). Orientações curriculares para a educação pré-escolar. DGE.
• MetodologiaMethodology

  The teaching and learning methodology was selected because it promotes the development of problem-solving skills that favor scientific literacy, lifelong learning, and the construction of more effective and meaningful knowledge by students. In this sense, Problem-Based Learning (PBL), as an educational methodology centered on the student, understands the importance of their leading role in the construction of their knowledge by involving them actively and participatively throughout their educational process. For, in order to solve problems, conceptual, procedural, behavioral, and research issues are addressed. In the context of the internship in Kindergarten, the student acts in accordance with the cooperating institution and the guidelines of ESEL.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  3
• NaturezaNature

  Mandatory
• EstágioInternship

  Sim