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Authors
Abstract(s)
O presente relatório resulta do culminar da formação desenvolvida em contexto de prática pedagógica, tendo o mesmo por base a apresentação e reflexão do percurso desenvolvido na valência de Ensino do 1.º Ciclo do Ensino Básico e de Educação Pré-Escolar, no âmbito da Unidade Curricular de Prática Educativa Supervisionada.
A prática pedagógica foi desenvolvida em díade de formação, proporcionando a construção de saberes profissionais adquiridos na prática e pela reflexão em contexto educativo. De relevar que uma parte da prática educativa se desenvolveu num ambiente Remoto de Emergência devido às circunstâncias impostas pela pandemia que veio assolar Portugal e o Mundo. O desenvolvimento da capacidade autónoma de reflexão crítica cresceu ao longo da Prática Educativa Supervisionada que estimulou interações em contexto real e de modo colaborativo com a díade de formação num processo cíclico de observação, planificação, ação e reflexão, próprio da metodologia de investigação-ação, promotor da transformação da prática educativa.
A prática pedagógica sustentou-se num paradigma socioconstrutivista da educação e permitiu a construção da profissionalidade docente num perfil duplo. Assim, fomentou a ação centrada no desenvolvimento pleno e significativo da criança, mas também o desenvolvimento pessoal e profissional da mestranda.
Neste relatório pretende-se evidenciar as experiências, dificuldades e desafios vividos e saberes construídos no desenvolvimento da prática docente nos contextos educativos físicos e na experiência do ensino à distância e que contribuíram largamente para a construção da identidade profissional da discente.
The present report results from the culmination of the training developed in the context of pedagogical practice, based on the presentation and reflection of the path developed in the teaching valence of the 1st Cycle of Basic Education and Pre-School Education, within the scope of the Curricular Unit of Supervised Educational Practice. The pedagogical practice was developed among with training, providing the construction of professional knowledge acquired in practice and through reflection in the educational context. It should be noted that part of the educational practice was developed in a Remote Emergency environment due to the circumstances imposed by the pandemic that came to haunt Portugal and the World. The development of the autonomous capacity for critical reflection grew over the Supervised Educational Practice that stimulated interactions in a real context and in a collaborative way with the training dyad in a cyclical process of observation, planning, action and reflection, typical of the action-research methodology, promoting the transformation of educational practice. The pedagogical practice was based on a socio-constructivist paradigm of education and allowed the construction of teaching professionalism in a double profile. Thus, it fostered action focused on the child’s full and meaningful development, but also the personal and professional development of the master’s student. This report intends to highlight the experiences, difficulties and challenges experienced and knowledge constructed in the development of the teaching practice in physical educational contexts and in the experience of distance learning and which have largely contributed to the construction of the student's professional identity.
The present report results from the culmination of the training developed in the context of pedagogical practice, based on the presentation and reflection of the path developed in the teaching valence of the 1st Cycle of Basic Education and Pre-School Education, within the scope of the Curricular Unit of Supervised Educational Practice. The pedagogical practice was developed among with training, providing the construction of professional knowledge acquired in practice and through reflection in the educational context. It should be noted that part of the educational practice was developed in a Remote Emergency environment due to the circumstances imposed by the pandemic that came to haunt Portugal and the World. The development of the autonomous capacity for critical reflection grew over the Supervised Educational Practice that stimulated interactions in a real context and in a collaborative way with the training dyad in a cyclical process of observation, planning, action and reflection, typical of the action-research methodology, promoting the transformation of educational practice. The pedagogical practice was based on a socio-constructivist paradigm of education and allowed the construction of teaching professionalism in a double profile. Thus, it fostered action focused on the child’s full and meaningful development, but also the personal and professional development of the master’s student. This report intends to highlight the experiences, difficulties and challenges experienced and knowledge constructed in the development of the teaching practice in physical educational contexts and in the experience of distance learning and which have largely contributed to the construction of the student's professional identity.
Description
Keywords
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico Investigação-Ação Prática Educativa Ensino à distância Pre-School Education and Primary Education Action-Investigation Educational Pratice Distance learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação