A ação alicerçada na reflexão no percurso formativo dos futuros educadores de infância

Abstract

The initial training of educators/teachers, according to their study plan, presents diversified learning situations throughout the 3 years of the Degree in Basic Education. Among the various curricular activities, Pedagogical Practices (PP) are contemplated throughout the course, providing challenging learning environments, while students have the possibility to relate theory to practice. The PP takes place in cooperation with the educator/teacher of the host group, being supervised by the professor of the Higher Education Institution (HEI), and allows the student to experience various stages within the process. It starts with an observation of the environment, the institution and the host group, having the opportunity to observe the routines of the group of children/students, then moving on to the observation of the practices of the educator/teacher involved, requiring a subsequent joint reflection on the performance of stakeholders, with regard to their methodological practices. The last phase involves the direct action of the students, assuming the group/class as their own, with regard to the PP. Along this path, students are responsible for planning the sessions in which they will intervene, articulating this work with the cooperating educator/teacher and the supervising teacher, where they can resolve doubts in scientific and methodological terms. The work presented here stems from the analysis of some of these interventions, followed by reflection, by a group of students from the 3rd year of the Basic Education course, in the context of an internship in preschool, in the academic year 2019/2020 .