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IPLUSO 22163

Initiation to Professional Practice in the 2nd CEB

Primary Education
  • ApresentaçãoPresentation
    This unit supports the organization, development and evaluation of Professional Practice, exploring contents inherent to the intervention in 1st cycle of Basic Education (in educational context) 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 Practic
  • ProgramaProgramme
    Although the content should emerge from Professional Practice experiences, some approaches are considered. Intervention in Basic Education: Principles and standards of practice: Interaction with children and adults present. Activities to be developed with children and in the institution. Participation in work teams. Recording and reflection on Professional Practice, in a dynamic of action/reflection/action. Support for participation and organisation of cultural, scientific and educational activities. Organisation and structuring of the intervention plan for each of the trainees. Monitoring of Professional Practice. Preparation of a Professional Practice Portfolio. Listing and selection of institutions to host students applying for IPP. Preparation and establishment of protocols between IPLUSO/ESEL and the institutions. Preparation of documents to be completed by students and institutions. Formal and informal contacts with institutions. Evaluation of Professional Practice.
  • ObjectivosObjectives
    It is intended that the student can: 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 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 activities developed
  • BibliografiaBibliography
    Boutinet, J. (1996). Antropologia do Projecto. Lisboa: Piaget Many, E., & Guimarães, S. (2006). Como Abordar... A Metodologia de Trabalho de Projecto. Porto. Areal Editores Quivy, R. & Campenhoudt, L. (2016). Manual de Investigação em Ciências Sociais. Lisboa: Gradiva Graue, M. & Walsh, D. (2003). Investigação etnográfica com crianças: teoria, métodos e ética . Lisboa: Fundação Calouste Gulbenkian. Sanches, I. (2011). Do aprender para fazer? Ao aprender fazendo: as práticas de educação inclusiva na escola. Revista Lusófona de Educação, 19 , 135-156. Sanches, I. (2005). Compreender, Agir, Mudar, Incluir: da investigação à ação à educação inclusiva. Revista Lusófona de Educação, 5 , 127-142.    
  • 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
    4
  • NaturezaNature
    Mandatory
  • EstágioInternship
    Sim