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O presente relatório de estágio foi redigido no âmbito do 2.º ciclo de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este teve como finalidade descrever, analisar e refletir sobre a prática educativa realizada nas duas valências, evidenciando conhecimentos, competências e aprendizagens construídas ao longo da prática educativa. A intervenção pedagógica desenvolvida em contexto de Educação Pré-Escolar, teve como principal foco a valorização da área da biblioteca e da literatura infantil. Assim, foi implementado um projeto sustentado na Metodologia de Trabalho de Projeto e orientado pelos princípios da Investigação-Ação, com o objetivo de promover o contacto com os livros, a literatura infantil e o desenvolvimento do gosto pela leitura desde a infância. A prática pedagógica realizada no 1.º Ciclo do Ensino Básico constituiu um momento fundamental para a identidade profissional da mestranda, uma vez que, contribuiu para a reflexão acerca do papel do professor, da forma como a sala de aula deve ser organizada, bem como para a construção de uma visão mais consciente e fundamentada da escola enquanto espaço promotor da aprendizagem e desenvolvimento. No decorrer da prática pedagógica, foram integrados referenciais teóricos e legais que sustentaram a ação pedagógica, promovendo abordagens centradas na criança, reconhecendo o seu papel ativo na construção do conhecimento. O desenvolvimento do relatório e a realização da Prática Educativa Supervisionada, revelou-se uma oportunidade de crescimento pessoal e profissional, favorecendo a construção de um perfil docente reflexivo.
This placement report was written as part of the second cycle of the Master’s degree in Early Years Education and Primary Education. Its purpose was to describe, analyse and reflect on the educational practice carried out in both areas, highlighting the knowledge, skills and learning acquired throughout the placement. The pedagogical intervention developed within the context of Early Years Education focused primarily on promoting the library and children’s literature. Consequently, a project was implemented based on the Project Work Methodology and guided by the principles of Action Research, with the aim of encouraging contact with books and children’s literature and fostering a love of reading from an early age. The teaching placement undertaken in the first cycle of primary education proved to be a pivotal moment in the master’s student’s professional development, as it contributed to her reflection on the role of the teacher and how the classroom should be organised, as well as to the development of a more informed and well-founded understanding of the school as a space that fosters learning and development. Throughout the teaching placement, theoretical and legal frameworks were integrated to underpin pedagogical practice, promoting child-centred approaches and recognising the child’s active role in knowledge construction. The development of the report and the completion of the Supervised Teaching Placement proved to be an opportunity for personal and professional growth, fostering the development of a reflective teaching profile.
This placement report was written as part of the second cycle of the Master’s degree in Early Years Education and Primary Education. Its purpose was to describe, analyse and reflect on the educational practice carried out in both areas, highlighting the knowledge, skills and learning acquired throughout the placement. The pedagogical intervention developed within the context of Early Years Education focused primarily on promoting the library and children’s literature. Consequently, a project was implemented based on the Project Work Methodology and guided by the principles of Action Research, with the aim of encouraging contact with books and children’s literature and fostering a love of reading from an early age. The teaching placement undertaken in the first cycle of primary education proved to be a pivotal moment in the master’s student’s professional development, as it contributed to her reflection on the role of the teacher and how the classroom should be organised, as well as to the development of a more informed and well-founded understanding of the school as a space that fosters learning and development. Throughout the teaching placement, theoretical and legal frameworks were integrated to underpin pedagogical practice, promoting child-centred approaches and recognising the child’s active role in knowledge construction. The development of the report and the completion of the Supervised Teaching Placement proved to be an opportunity for personal and professional growth, fostering the development of a reflective teaching profile.
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Biblioteca Investigação-ação Literatura infantil Metodologia de Trabalho de Projeto Action research Children’s literature Library Project based learning
Contexto Educativo
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