| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 934.09 KB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio espelha a formação inicial docente da autora
deste documento nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino
Básico, que conjetura a postura indagadora do profissional de educação e
evidencia um quadro conceptual e os seus contributos para a ação educativa.
Colocando a investigação ao serviço da pedagogia, numa aproximação à
metodologia de investigação-ação, foi veiculando um compromisso com a visão
transformadora da ação, espelhando o papel determinante do ciclo sistemático
de observação, planificação, ação e reflexão. Este posicionamento crítico e
reflexivo adveio das interações pedagógicas de natureza cooperativa, que visou
identificar possibilidades de ação pedagógica que respondessem às
necessidades das crianças.
O conceito de Zona de Desenvolvimento Proximal, defendido por Vygotsky
(1991), parte do princípio de que a criança consegue realizar mais e melhor as
tarefas propostas quando é apoiada pelo outro. Deste modo, a Metodologia de
Trabalho de Projeto permitiu o desenvolvimento de atividades em grupo,
contextualizadas e significativas, nas quais as crianças aprenderam umas com
as outras e manifestaram atitudes de cooperação, respeito pelo outro e
participação democrática. Assim, no processo de ensino e de aprendizagem
apoiado em princípios que norteiam o paradigma socioconstrutivista, a criança
é orientada para a construção da sua autonomia no próprio processo de
aprender. Nesta visão, as práticas educativas desenvolvidas refletiram os
contributos da promoção da educação para o desenvolvimento sustentável na
formação do ser humano autónomo e socialmente ativo.
This internship report reflects the initial teacher’s education of the author of this document in the contexts of Pre-school Education and Primary School Education, which conjectures the inquiring posture of the education professional and shows a conceptual framework and its contributions to the educational action. Placing research at the service of pedagogy, in an approach to the action-research methodology, was carrying a commitment to the transforming vision of action, mirroring the determining role of the systematic cycle of observation, planning, action and reflection. This critical and reflexive positioning resulted from pedagogical interactions of a cooperative nature, aimed at identifying possibilities of pedagogical action that respond to the needs of children. The concept of zone of proximal development, advocated by Vygotsky (1991), assumes that the child is able to accomplish more and better the proposed tasks when supported by the other. In this way, the Work-project Methodology allowed the development of contextualized and meaningful group activities in which the children learned from each other and expressed attitudes of cooperation, respect for each other and democratic participation. Thus, in teaching and learning processes based on principles that guide the socio-constructive paradigm, the child is oriented to build his own autonomy in the process of learning. In this view, the educational practices developed reflected the contributions of promoting education for sustainable development in the formation of the autonomous and socially active human being.
This internship report reflects the initial teacher’s education of the author of this document in the contexts of Pre-school Education and Primary School Education, which conjectures the inquiring posture of the education professional and shows a conceptual framework and its contributions to the educational action. Placing research at the service of pedagogy, in an approach to the action-research methodology, was carrying a commitment to the transforming vision of action, mirroring the determining role of the systematic cycle of observation, planning, action and reflection. This critical and reflexive positioning resulted from pedagogical interactions of a cooperative nature, aimed at identifying possibilities of pedagogical action that respond to the needs of children. The concept of zone of proximal development, advocated by Vygotsky (1991), assumes that the child is able to accomplish more and better the proposed tasks when supported by the other. In this way, the Work-project Methodology allowed the development of contextualized and meaningful group activities in which the children learned from each other and expressed attitudes of cooperation, respect for each other and democratic participation. Thus, in teaching and learning processes based on principles that guide the socio-constructive paradigm, the child is oriented to build his own autonomy in the process of learning. In this view, the educational practices developed reflected the contributions of promoting education for sustainable development in the formation of the autonomous and socially active human being.
Description
Keywords
Prática Educativa Criança Investigação-Ação Educação para o Desenvolvimento Sustentável Autonomia Educational Practice Child Action-Research Education for Sustainable Development Autonomy
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação