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Abstract(s)
Tal como é defendido por Professores de Ciências da Educação, é imperioso que o futuro docente realize um estágio profissional no contexto do curso, porque “não há formação profissional que não aponte para um conceito implícito ou explícito da profissão, do seu ideal de serviço (profissionalismo), do seu ideal de competência profissional (profissionalidade). Sendo justamente os saberes, saberes - fazer e atitudes necessárias ao exercício profissional que, requerendo um período mais ou menos longo de formação, legitimam o monopólio do exercício profissional e alicerçam, em grande parte, o seu prestígio profissional” (Cadernos de Educação de Infância, 1999).
O estágio incidiu sobre um grupo de dezoito crianças, na valência do Pré-Escolar.
Portanto, o presente trabalho tem como principal objectivo, analisar a prática de ensino desenvolvida, onde se faz em “primeira mão”, a contextualização das condições físicas e materiais afectas ao estágio, seguida da análise qualitativa e de conteúdo dos relatórios e uma síntese conclusiva em relação ao papel do educador na sociedade actual.
As defended by Educational Sciences Professors, it is imperious that the future teacher goes through a professional training period within is learning years, because “there is no professional formation that does not point to an implicit or explicit concept of the profession, of its ideal of service (professionalism), of its ideal of professional ability (professionality). The professional activity is legitimated by a longer or shorter formation period, through the knowledge, knowledge to make and necessary attitudes as well as its professional prestige is consolidated” (Cadernos de Educação de Infância, 1999). The training period was carried out with a group of eighteen children, in preschool education. Therefore, the present document has as main objective, to analyze teaching practice developed, where it is done in “first hand”, the context of the physical and material resources available during the training period, followed by the reports qualitative and content analysis and a final conclusion regarding the teacher’s role in the current society.
As defended by Educational Sciences Professors, it is imperious that the future teacher goes through a professional training period within is learning years, because “there is no professional formation that does not point to an implicit or explicit concept of the profession, of its ideal of service (professionalism), of its ideal of professional ability (professionality). The professional activity is legitimated by a longer or shorter formation period, through the knowledge, knowledge to make and necessary attitudes as well as its professional prestige is consolidated” (Cadernos de Educação de Infância, 1999). The training period was carried out with a group of eighteen children, in preschool education. Therefore, the present document has as main objective, to analyze teaching practice developed, where it is done in “first hand”, the context of the physical and material resources available during the training period, followed by the reports qualitative and content analysis and a final conclusion regarding the teacher’s role in the current society.