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Authors
Abstract(s)
No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do
Ensino Básico, o presente relatório de estágio, requisito parcial para obtenção
do grau de mestre, espelha o processo de desenvolvimento profissional da
mestranda, nas unidades curriculares de Prática Educativa Supervisionada na
Educação Pré-Escolar e no 1º Ciclo do Ensino Básico.
Assim, realça-se o desenvolvimento de competências profissionais e
pessoais, relativas ao saber, saber-agir ser e estar em contexto,
fundamentadas num enquadramento teórico e legal preciso e exigente,
sustentadas nas etapas de investigação-ação, recorrendo às estratégias de
observação, planificação, ação, avaliação e reflexão. Nesta linha de
pensamento, construiu-se um perfil profissional, sustentado em atitudes
indagadoras de um pensamento crítico na, para e sobre sua a ação,
articulando a teoria e a prática, no sentido de melhorar a compreensão do
educar. Com efeito, procurou-se desenvolver práticas que promovessem
aprendizagens significativas e efetivas e, desenvolveram-se outras
competências para a formação do cidadão no séc. XXI. Neste sentido
selecionaram-se metodologias dinâmicas e interativas, que respondessem aos
problemas da sociedade.
Ainda, importa referir que toda a Prática Educativa Supervisionad foi
desenvolvida num processo de trabalho colaborativo, constituindo-se como
uma mais-valia não só para o nosso crescimento pessoal e profissional, mas
também para o desenvolvimento social e empático.
O relatório mostra o contributo deste mestrado para a construção de um
perfil duplo de formação: ser educador e professor.
In the scope of the Master's Degree in Pre-primary and Primary Education, the present internship report, which is a partial requirement to obtain a master's degree, reflect the professional development process of the master's degree student, in the curricular units of Supervised Educational Practice in Pre-School Education and in the 1st Cycle of Basic Education. So, we highlight the development of professional and personal competences, related to the knowledge and to know how to be and to be in context, based on a precise and demanding legal framework, sustained in the stages of research and action, using strategies of observation, planning, evaluation and reflection. In this line of thought, a professional profile was built, based on inquiring attitudes of a critical thinking to a future action, articulating theory and practice, in order to improve the understanding of educating. In fact, it was tried to develop practices that promove significant and effective learning and, it was developed other skills for the formation of the citizen of the century XXI. In this sense, we selected dynamic and interactive methodologies that responded to the problems of society. Still, it should be noted that the entire Supervised Educational Practice was developed in a collaborative work process, constituting as an added value not only for our personal and professional growth, but also for social and empathic development. The report shows the contribution of this master's degree to the construction of a dual profile of training: how to be an educator and a teacher.
In the scope of the Master's Degree in Pre-primary and Primary Education, the present internship report, which is a partial requirement to obtain a master's degree, reflect the professional development process of the master's degree student, in the curricular units of Supervised Educational Practice in Pre-School Education and in the 1st Cycle of Basic Education. So, we highlight the development of professional and personal competences, related to the knowledge and to know how to be and to be in context, based on a precise and demanding legal framework, sustained in the stages of research and action, using strategies of observation, planning, evaluation and reflection. In this line of thought, a professional profile was built, based on inquiring attitudes of a critical thinking to a future action, articulating theory and practice, in order to improve the understanding of educating. In fact, it was tried to develop practices that promove significant and effective learning and, it was developed other skills for the formation of the citizen of the century XXI. In this sense, we selected dynamic and interactive methodologies that responded to the problems of society. Still, it should be noted that the entire Supervised Educational Practice was developed in a collaborative work process, constituting as an added value not only for our personal and professional growth, but also for social and empathic development. The report shows the contribution of this master's degree to the construction of a dual profile of training: how to be an educator and a teacher.
Description
Keywords
Prática educativa Investigação-ação Desenvolvimento profissional social e pessoal Perfil duplo
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação