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Abstract(s)
A Prática Educativa Supervisionada afigura-se como um elemento fulcral na formação docente, tendo sido basilar para a construção do presente Relatório de Estágio no âmbito da Educação Pré-Escolar e 1º Ciclo do Ensino Básico.
O vaivém entre teoria e prática constitui-se como fundamental neste percurso formativo e, como tal, procurou-se que a reflexão e a articulação estivessem patentes entre os diferentes capítulos do Relatório de Estágio. Consequentemente, este documento objetiva a construção de conhecimentos que suportem a formação profissional docente, caracterizada por uma postura reflexiva e investigativa. Estas ações próprias da metodologia com características de investigação-ação preveem a melhoria progressiva da prática. Para tal, o enfoque recai na ação, apesar de as várias fases desta metodologia, como a observação, planificação e reflexão, serem cruciais e se apresentarem relacionadas entre si.
Com efeito, e acreditando que cada contexto é singular, importa conhecer as suas especificidades com vista à adequação das atividades. Só assim será possível transformar a prática, tal como é ambicionado pela investigação-ação.
Destaca-se a perspetiva socioconstrutivista pelo facto de, não só ter sido a perspetiva adotada, como os seus princípios terem orientado a prática educativa.
De um modo geral, através da observação e da prática, verificou-se que os pressupostos considerados no seu decorrer trazem, efetivamente, benefícios para a aprendizagem. Acrescem ainda os efeitos positivos do processo de estágio relativamente à prática educativa da mestranda.
The Supervised Educational Practice is a key element in teacher education, being the basis to the construction of this Internship Report in the field of Pre-school Education and 1st Cycle of Basic Education. The interplay between theory and practice is fundamental to this training course and, as such, we sought that reflection and articulation were evident in the different chapters of the Internship Report. Consequently, this document aims to build knowledge that supports professional teacher training, characterized by a reflexive and investigative posture. These methodology actions with research-action characteristics seek the progressive improvement of the practice. Therefore, the focus lies on action, although the multiple phases of this methodology, such as observation, planning and reflection, are crucial and interrelated. In fact, assuming that each context is unique, it is important to know its specificities so that activities are well-suited. Only in this manner will it be possible to transform the practice as it is aimed by research-action. The social constructivism perspective is particularly important as it was the theoretical perspective adopted, and its principles guided the educational practice. Generally, through observation and practice, it was verified that the considered assumptions in the process of learning brought, effectively, benefits to learning. In addition, there were positive effects of the internship process on the master’s student educational practice.
The Supervised Educational Practice is a key element in teacher education, being the basis to the construction of this Internship Report in the field of Pre-school Education and 1st Cycle of Basic Education. The interplay between theory and practice is fundamental to this training course and, as such, we sought that reflection and articulation were evident in the different chapters of the Internship Report. Consequently, this document aims to build knowledge that supports professional teacher training, characterized by a reflexive and investigative posture. These methodology actions with research-action characteristics seek the progressive improvement of the practice. Therefore, the focus lies on action, although the multiple phases of this methodology, such as observation, planning and reflection, are crucial and interrelated. In fact, assuming that each context is unique, it is important to know its specificities so that activities are well-suited. Only in this manner will it be possible to transform the practice as it is aimed by research-action. The social constructivism perspective is particularly important as it was the theoretical perspective adopted, and its principles guided the educational practice. Generally, through observation and practice, it was verified that the considered assumptions in the process of learning brought, effectively, benefits to learning. In addition, there were positive effects of the internship process on the master’s student educational practice.
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Keywords
Criança Prática educativa Socioconstrutivismo Colaboração Investigação-ação Child Educational practice Social constructivism Collaboration Action-research
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação