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Authors
Abstract(s)
O presente relatório, enquadrado no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, constituia etapa final do percurso de formação inicialde docente.Com este relatório, é pretendido apresentar e descrever as ações desenvolvidas no âmbito da Prática Educativa Supervisionada nas valências de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico. Esta prática fundamentou-se nos conhecimentos científicos e pedagógicos adquiridos e foi norteada pela Metodologia lnvestigação-Ação,centrada na observação e reflexão contínua sobre e na prática.
Durante as intervenções, e de acordo com o paradigma socioconstrutivista,as atividades desenvolvidas partiram sempre dos interesses e necessidades das crianças,e basearam-se nas aprendizagens já evidenciadas por estas. Paralelamente a outras atividades, foram desenvolvidos projetas de acordo com a Metodologia de Trabalho de Projeto, que preconiza o papel ativo das crianças em todas as etapas do projeto e a motivação intrínseca para o desenvolvimento de qualquer tipo de atividade,bem como o papeldo docente de perfilduplo como mediador e orientador.
É importante realçar, neste percurso, o trabalho colaborativo entre todos os
intervenientes do processo educativo e formativo que contribuíram para o desenvolvimento pessoal e profissional da mestranda pela análise crítica e reflexiva do saber ser, estar e fazer nas profissões de educador de infância e de professor do 1.º CEB.
This report was written as part of the Master's Degree in Pre-School Education and Primary School Teaching and marks the final stage of the initial teacher training. The purpose of this report is to present and describe the actions developed within the Supervised Educational Practice in the contexts of Pre-School and Primary School. This practice was based on the scientific and pedagogical knowledge acquired and was guided by the Action Research Methodology, which is focused on observation and continuous reflection during and about the practice. During the interventions, and in accordance with social constructivism, the activities developed were always based on the children's interests and needs, and on the knowledge already evidenced by them. Alongside various activities,projects were developed according to the Project Method, which advocates intrinsic motivation for the development of any activity and the active role and participation of children in ali stages of the project,as well as the role of the teacher as a mediator and/ora guide. lt is important to emphasize, in this journey, the collaborative work between ali those involved in the educational and formative process that contributed to the personal and professional development of the master's student through criticai and reflective analysis of knowing how to be,how to be and how to do in the professions of Pre-School and Primary School Teacher.
This report was written as part of the Master's Degree in Pre-School Education and Primary School Teaching and marks the final stage of the initial teacher training. The purpose of this report is to present and describe the actions developed within the Supervised Educational Practice in the contexts of Pre-School and Primary School. This practice was based on the scientific and pedagogical knowledge acquired and was guided by the Action Research Methodology, which is focused on observation and continuous reflection during and about the practice. During the interventions, and in accordance with social constructivism, the activities developed were always based on the children's interests and needs, and on the knowledge already evidenced by them. Alongside various activities,projects were developed according to the Project Method, which advocates intrinsic motivation for the development of any activity and the active role and participation of children in ali stages of the project,as well as the role of the teacher as a mediator and/ora guide. lt is important to emphasize, in this journey, the collaborative work between ali those involved in the educational and formative process that contributed to the personal and professional development of the master's student through criticai and reflective analysis of knowing how to be,how to be and how to do in the professions of Pre-School and Primary School Teacher.
Description
Keywords
Prática educativa supervisionada Metodologia investigação-ação Socioconstrutivismo Docente reflexivo Perfil duplo de docência Educational practice Research-action methodology Social constructivism Reflective teacher Dual teaching profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação