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Supervisão pedagógica no contexto da formação inicial de educadores de Infância: modelo de formação em alternância
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Advisor(s)
Abstract(s)
Neste artigo apresentamos o modelo de supervisão pedagógica em
contexto de formação de educadores de infância, integrado no Mestrado em
Educação Pré-Escolar da Escola Superior de Educação (ESE) do Instituto
Politécnico de Setúbal (IPS), bem como as perceções de estudantes estagiários e
educadores cooperantes, sobre a sua organização e desenvolvimento. É um
modelo de formação com uma organização em alternância, que alterna tempos de
prática pedagógica com tempos de permanência na escola de formação, num
processo de construção de conhecimentos, assente numa perspetiva dialógica e
construtivista que inclui todos os intervenientes no processo de formação, composto pela tríade - estagiários, educadores cooperantes do local de estágio e
supervisores da escola de formação. Enfatiza-se, de forma gradual, o valor da
prática pedagógica enquanto componente básica de análise e reflexão dos
estudantes estagiários, com o objetivo de adquirirem competências pessoais e
profissionais. A organização do plano curricular contempla uma perspetiva
integradora das diferentes componentes de formação prevista no decreto-lei
79/2014. Os estudantes estagiários e os educadores cooperantes ao avaliarem o
modelo, referem que consiste numa forma de organização e desenvolvimento
positiva e fazem referência aos tempos de alternância – contexto de estágio e
escola de formação - como uma mais-valia para o desenvolvimento profissional dos
futuros educadores de infância, aludindo que os mesmos têm a possibilidade de
questionarem a prática e adotarem uma atitude reflexiva, ou seja, têm a
possibilidade de efetivar o ciclo observar-agir-refletir. Evidenciam, ainda, os
processos colaborativos e experienciais vivenciados pelos estudantes estagiários,
como aspetos necessários e influentes na construção da teoria a partir da prática.
In this article we present the model of pedagogical supervision in the context of the formation of childhood educators, integrated in the Master's Degree in Pre-School Education of the School of Education (ESE) of the Polytechnic Institute of Setúbal (IPS), as well as the perceptions of trainee students and educators, on their organization and development. It is a training model with an alternating organization, which alternates times of pedagogical practice with times of permanence in the training school, in a process of knowledge construction, based on a dialogic and constructivist perspective that includes all the participants in the formation process, composed by the triad - trainees, cooperating educators of the training place and supervisors of the training school. Gradual emphasis is placed on the value of pedagogical practice as a basic component of the analysis and reflection of the trainee students, with the aim of acquiring personal and professional skills. The organization of the curricular plan contemplates an integrative perspective of the different training components provided for in Decree-Law 79/2014. The trainee students and the cooperating educators, when evaluating the model, refer that it consists of a form of positive organization and development and refer to alternating times - training context and training school - as an added value for the professional development of the future educators of childhood, alluding that they have the possibility of questioning the practice and adopting a reflexive attitude, they have the possibility of effecting the cycle observe-act-reflect. They also show the collaborative and experiential processes experienced by trainee students, as necessary and influential aspects of the construction of theory from practice.
In this article we present the model of pedagogical supervision in the context of the formation of childhood educators, integrated in the Master's Degree in Pre-School Education of the School of Education (ESE) of the Polytechnic Institute of Setúbal (IPS), as well as the perceptions of trainee students and educators, on their organization and development. It is a training model with an alternating organization, which alternates times of pedagogical practice with times of permanence in the training school, in a process of knowledge construction, based on a dialogic and constructivist perspective that includes all the participants in the formation process, composed by the triad - trainees, cooperating educators of the training place and supervisors of the training school. Gradual emphasis is placed on the value of pedagogical practice as a basic component of the analysis and reflection of the trainee students, with the aim of acquiring personal and professional skills. The organization of the curricular plan contemplates an integrative perspective of the different training components provided for in Decree-Law 79/2014. The trainee students and the cooperating educators, when evaluating the model, refer that it consists of a form of positive organization and development and refer to alternating times - training context and training school - as an added value for the professional development of the future educators of childhood, alluding that they have the possibility of questioning the practice and adopting a reflexive attitude, they have the possibility of effecting the cycle observe-act-reflect. They also show the collaborative and experiential processes experienced by trainee students, as necessary and influential aspects of the construction of theory from practice.
Description
Keywords
Supervisão pedagógica Formação inicial Educadores de infância Práticas pedagógicas Educadores cooperantes Pedagogical supervision Initial training Childhood educators Pedagogical practices Cooperating educators
Citation
Correia, I. M. T., Matos, M. M. S., & Figueira, S. G. S. C. (2021). Supervisão pedagógica no contexto da formação inicial de educadores de infância: modelo de formação em alternância. In E. M. Senhoras (Og.). Políticas públicas na educação e a construção do pacto social e da sociabilidade humana 3 (pp. 88-100). Ponta Grossa - PR: Atena.