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Advisor(s)
Abstract(s)
Enquanto agentes sociais de mudança, numa sociedade em constante
transformação, professores e educadores devem assumir um papel ativo tanto
no seu desenvolvimento pessoal como profissional, e adotar uma atitude de
reflexão crítica sistemática face à ação educativa que desenvolvem, tendo em
vista a melhoria das suas práticas. É com base nestes pressupostos, que o
presente relatório, desenvolvido no âmbito da unidade curricular de Prática
Pedagógica Supervisionada, do curso de Mestrado em Educação Pré-escolar e
Ensino do 1.º Ciclo do Ensino Básico, procura espelhar um percurso de
crescimento pessoal e de desenvolvimento de competências profissionais,
sustentado na fundamentação teórica e prática, em estágio pedagógico
realizado na valência de Creche e no 1.º ano de escolaridade, do 1.º Ciclo do
Ensino Básico. Rejeitando uma visão transmissiva e reprodutora da educação,
as práticas desenvolvidas em ambos os contextos procuraram sustentar-se
numa visão socio construtivista da educação, assente numa imagem da criança
enquanto ser ativo e competente, através de uma metodologia de
investigação-ação, a qual assume particular importância na formação de
professores e educadores autónomos e reflexivos, que ambicionam
compreender e melhorar as oportunidades de ensino e de aprendizagem.
As social agents of change in a society in constant transformation, teachers and educators should take an active role both in their personal and professional development, adopting an attitude of systematic critical reflection towards their educational action, in order to improve their practices. Based on these assumptions, this report, developed within the Supervised Teaching Practice, of the Master Degree in Pre-School Education and 1st Cycle of Basic Education, seeks to account for a personal and professional development, through a reflexive exercise sustained both in theories and teaching practices in Day Care settings and 1st grade of a Primary School. Rejecting a transmissive vision of education, the practices developed in both contexts sought a social constructivist view of education, based on an image of the child as being active and competente, through a methodology of action-research, which is of particular importance in the training of autonomous and reflective educators, who aspire to understand and improve educational opportunities and learning.
As social agents of change in a society in constant transformation, teachers and educators should take an active role both in their personal and professional development, adopting an attitude of systematic critical reflection towards their educational action, in order to improve their practices. Based on these assumptions, this report, developed within the Supervised Teaching Practice, of the Master Degree in Pre-School Education and 1st Cycle of Basic Education, seeks to account for a personal and professional development, through a reflexive exercise sustained both in theories and teaching practices in Day Care settings and 1st grade of a Primary School. Rejecting a transmissive vision of education, the practices developed in both contexts sought a social constructivist view of education, based on an image of the child as being active and competente, through a methodology of action-research, which is of particular importance in the training of autonomous and reflective educators, who aspire to understand and improve educational opportunities and learning.
Description
Keywords
Prática Pedagógica investigação-ação Creche 1.ºCEB Teaching Practice Action-Research Day Care 1st Cycle of Basic Education
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação