IPLUSO 22158

Initiation to Professional Practice - Non-Formal Educational Contexts

• ApresentaçãoPresentation

  This unit supports the organization, development and evaluation of the Professional Practice, exploring contents inherent to non-formal educational contexts intervention and providing the necessary logistics for the access, reception, permanence and success of the students in the institutions. Protocols are established with the institutions where the students/trainees are hosted; supervision is carried out with local supervisors and, at the end, evaluation of the Professional Practice
• ProgramaProgramme

  Although the contents should emerge from the experiences of Professional Practice (PP), the following focuses are considered. Intervention in non-formal educational contexts: principles and norms of action; interaction with children and adults present; activities to be developed with children and in the institution; participation in work teams. Registration and reflection on the PP, in a dynamic of action/reflection/action Support for the participation and organization of cultural, scientific, and pedagogical activities Organization and structuring of trainee's intervention plan. Follow-up of the Professional Practice Elaboration of a Portfolio of the PP Listing and selection of Institutions to host the students applying for the IPP Preparation and establishment of protocols between IPLUSO/ESEL and the institutions. Elaboration of documents to be filled in by the students and the institutions Formal and informal contacts with the institution's Evaluation of the Professional Practice
• ObjectivosObjectives

  It is intended that the student will be able to: characterize and identify the needs and interests of the host institution characterize and identify the needs, interests and expectations of the target audience with whom they will act propose feasible activities that meet the needs and interests of the institution/group of children; execute the proposed activities; integrate themselves into working teams; record the practices and reflect on them, seeking to suggest alternative courses of action, when necessary; make a critical assessment of their activity, identifying positive and negative aspects and making suggestions/proposals for continuity and change; develop interaction, creativity and sustainability skills; develop a portfolio of the developed activity
• BibliografiaBibliography

  Bernardes, C. & Miranda, F. B. (2003). Portefólio: Uma Escola de Competências . Porto Editora. Marques, T. (2021). Contextos não formais e informais: recursos educativos a explorar com crianças dos 3 aos 6 anos. Dissertação de Mestrado em Educação Pré-Escolar. Escola Superior de Educação | Politécnico de Coimbra. McGee, J. (2019). Cuidar criando boas memórias. Oliveira de Frades: Edição Assol. Oliveira, G; Fini, L.; Boruchovitch, E. & Brenelli, R. (orgs.) (2014). Educar crianças: grandes desafios: como enfrentar. Vozes Canastra, F., Haanstra, F., & Vilanculos, M. (2015). Manual de Investigação Científica da Universidade Católica de Moçambique. Beira: Instituto Integrado de Apoio à Investigação Científica. Sá-Chaves, I. (2005). Os ?portfólios reflexivos? (também) trazem gente dentro . Porto Editora. Sanches, I. (2005). Compreender Agir Mudar Incluir: da investigação¿acção à educação inclusiva. Revista Lusófona de Educação, 05, 127-142 . Zabalza, M. A. (1994). Diários de Aula . Porto Editora
• MetodologiaMethodology

  Innovative methodologies to support the teaching-learning process are supported by mentoring and personalized follow-up, debates/discussion of ideas and the use of educational technologies to support trainees to acquire technical and behavioral skills essential for successful professional practice and focused on preparing future professionals for the challenges of the world of work
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  3
• NaturezaNature

  Mandatory
• EstágioInternship

  Sim