| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.91 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de qualificação profissional surge como requisito para
obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico, perspetivando o percurso formativo da mestranda ao longo da
prática pedagógica supervisionada, desenvolvida nos dois contextos de estágio:
Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Durante a formação inicial a mestranda adquiriu saberes científicos,
pedagógicos, didáticos e de investigação, que lhe permitiram o
desenvolvimento de práticas pedagógicas sustentadas. Através da adoção de
uma postura crítica, reflexiva e indagadora, apoiada na metodologia de
investigação-ação a formanda desenvolveu a práxis de forma cíclica e
articulada.
A prática desenvolvida teve sempre presente a interação entre o quadro
teórico mobilizado e a reflexão sobre a prática, o que possibilitou a criação de
um quadro teórico único, com visão e pensamento próprio, possibilitando a
melhoria e transformação da prática educativa, através de ações adequadas
aos contextos. Com efeito, a mestranda encarou a criança como um
interveniente ativo no seu processo de aprendizagem e construção de saberes,
de acordo com uma perspetiva socio construtivista.
Analisando o perfil duplo da formanda importa realçar a importância da
implementação de práticas refletidas e adequadas, onde obstáculos e desafios
da prática constituíram-se um estímulo para a melhoria da sua ação,
articulando, assim, saberes de ambas as valências educativas.
The present professional qualification report is a requisite in order to obtain the Master´s Degree in Pre-School and 1st Cycle Basic Education. This report contemplates the course of the student´s supervised pedagogic practice, developed in two stages: Pre-School Education and 1st Cycle Basic Education. During the initial training the student acquired scientific, pedagogic and didactic knowledge, as well as researching skills that allowed her to develop supported pedagogic practices. By adopting a critical, reflexive and querying attitude, based on the action research methodology, the trainee developed the praxis in a cyclic and articulated manner. Through adapting the actions to the two different stages, the developed practice focused always on the interaction between the mobilised theoretical framework, and on reflecting on the practice itself, therefore fostering a unique framework, with vision and independent thinking, that contributed to the transformation and improvement of the educational practice. In fact, based on a socio-constructivist perspective, the trainee considered the child to be an active partaker in the learning and knowledge building processes. Taking into account the double-edged profile of the trainee, it is important to highlight the importance of implementing adequate and considered practices, where the challenges and barriers comprised a stimulus for the improvement of its action, linking knowledges from both educational competences.
The present professional qualification report is a requisite in order to obtain the Master´s Degree in Pre-School and 1st Cycle Basic Education. This report contemplates the course of the student´s supervised pedagogic practice, developed in two stages: Pre-School Education and 1st Cycle Basic Education. During the initial training the student acquired scientific, pedagogic and didactic knowledge, as well as researching skills that allowed her to develop supported pedagogic practices. By adopting a critical, reflexive and querying attitude, based on the action research methodology, the trainee developed the praxis in a cyclic and articulated manner. Through adapting the actions to the two different stages, the developed practice focused always on the interaction between the mobilised theoretical framework, and on reflecting on the practice itself, therefore fostering a unique framework, with vision and independent thinking, that contributed to the transformation and improvement of the educational practice. In fact, based on a socio-constructivist perspective, the trainee considered the child to be an active partaker in the learning and knowledge building processes. Taking into account the double-edged profile of the trainee, it is important to highlight the importance of implementing adequate and considered practices, where the challenges and barriers comprised a stimulus for the improvement of its action, linking knowledges from both educational competences.
Description
Keywords
Socio construtivismo Investigação-ação Reflexão Perfil duplo Socio-constructivism Research action Reflection Double-edged profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação