IPLUSO 22144

Initiation to Professional Practice - Nursery

• ApresentaçãoPresentation

  This unit supports the organization, development and evaluation of Professional Practice, exploring contents inherent to the intervention in daycare (in the classroom) and providing the necessary logistics for the access, reception and permanence of students in the institutions. Protocols are prepared with the institutions hosting the students / interns; supervision is carried out with local advisors and, in the end, the assessment of Professional Practice.
• ProgramaProgramme

  Although the contents should emerge from the experiences of Professional Practice, the following focuses are considered. The intervention in daycare: 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 Professional Practice, in a dynamic of action/reflection/action Support for the participation and organization of cultural, scientific and pedagogical activities Organization and structuring of each trainee's intervention plan. Follow-up of the Professional Practice Elaboration of a Portfolio of the Professional Practice 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 institutions Evaluation of the Professional Practice.
• ObjectivosObjectives

  It is intended that the student is able to:  identify and characterize the needs and interests of the host institution;   identify and characterize the needs, interests and expectations of the target audience with whom one will work;  propose viable activities that respond to the needs and interests of the institution / group of children; perform, if possible, the proposed activities;  integrate into work teams;  record practices and reflect on them, seeking to suggest alternative ways of acting, when necessary; make a critical assessment of its 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 activity developed.
• BibliografiaBibliography

  Bernardes, C. & Miranda, F. B. (2003). Portefólio: Uma Escola de Competências. Porto: Porto Editora. McGee, J. & Brown, M. (1919). O essencial da Pedagogia da Interdependência. Oliveira de Frades: Edição Assol. 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. Petrópolis: 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: 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: Porto Editora.
• MetodologiaMethodology

  Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  3
• NaturezaNature

  Mandatory
• EstágioInternship

  Sim