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Authors
Abstract(s)
O presente relatório de estágio descreve o percurso de desenvolvimento profissional, no âmbito
da unidade curricular de Prática Educativa Supervisionada que integra o Mestrado em Educação
Pré-Escolar e Ensino do 1.o Ciclo do Ensino Básico.
Trata-se de um instrumento que se revelou crucial para o desenvolvimento profissional e pessoal
na medida em que a sua elaboração proporcionou a articulação dos conhecimentos científicos,
pedagógicos com a prática educativa, culminando, em última instância, na construção de saberes
e evolução profissional.
Ainda assim, no processo formativo denota-se a influência da metodologia de Investigação-Ação
que, pelas suas etapas dinâmicas, cíclicas e indissociáveis de observação, planificação, ação e
reflexão, permitiu uma prática reflexiva que produziu efeitos na transformação da prática
educativa.
O documento releva, assim, o paradigma sócioconstrutivista no qual se desenvolveu o saber
profissional promotor de um perfil duplo de docente assegurando um melhor ajustamento às
necessidades efetivas do sistema educativo. Nesta perspetiva, verificou-se uma partilha
contínua entre os vários agentes educativos, com o objetivo duplo de construir práticas
educativas diferentes, desafiantes e enriquecedoras, ajustadas às características de cada criança
e do grupo assim como de consolidar os conhecimentos e profissionalismo ao longo do percurso
formativo.
This internship report describes the professional development path, within the scope of the Supervised Educational Practice course unit that integrates the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It is an instrument that has proved to be crucial for professional and personal development as its elaboration provided the articulation of scientific and pedagogical knowledge with educational practice, ultimately culminating in the construction of knowledge and professional evolution. Even so, in the training process the influence of the Action Research methodology is visible, which, due to its dynamics, cyclic and inseparable stages of observation, planning, action and reflection, allowed a reflective practice that produced effects in the transformation of educational practice. Thus, the document highlights the socio-constructivist paradigm in which professional knowledge was developed promoting a double teacher profile, ensuring a better adjustment to the effective needs of the educational system. In this perspective, there was a continuous sharing between the various educational agents, with the dual objective of building different, challenging and enriching educational practices, adjusted to the characteristics of each child and the group, as well as consolidating knowledge and professionalism along the formative way.
This internship report describes the professional development path, within the scope of the Supervised Educational Practice course unit that integrates the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It is an instrument that has proved to be crucial for professional and personal development as its elaboration provided the articulation of scientific and pedagogical knowledge with educational practice, ultimately culminating in the construction of knowledge and professional evolution. Even so, in the training process the influence of the Action Research methodology is visible, which, due to its dynamics, cyclic and inseparable stages of observation, planning, action and reflection, allowed a reflective practice that produced effects in the transformation of educational practice. Thus, the document highlights the socio-constructivist paradigm in which professional knowledge was developed promoting a double teacher profile, ensuring a better adjustment to the effective needs of the educational system. In this perspective, there was a continuous sharing between the various educational agents, with the dual objective of building different, challenging and enriching educational practices, adjusted to the characteristics of each child and the group, as well as consolidating knowledge and professionalism along the formative way.
Description
Keywords
Prática educativa supervisionada Criança Metodologia de investigação-ação Perfil duplo Supervised educational practice Child Action-research methodology Double profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação