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Abstract(s)
O presente relatório de estágio apresenta um conjunto de aprendizagens e práticas
desenvolvidas, durante a Prática Educativa Supervisionada, experienciada nos contextos da
Educação Pré-Escolar e do Ensino do 1.º Ciclo do Ensino Básico numa perspetiva reflexiva e
crítica em relação ao desempenho e construção da identidade de um profissional de educação
com perfil duplo. Ao longo de todo o percurso de formação inicial a práxis alicerçou-se nos
referentes teóricos e legais, da construção de saberes da prática, através das particularidades
dos contextos educativos e das crianças, prevendo o seu desenvolvimento a nível global.
Neste documento dá-se conta que ao longo da Prática Educativa Supervisionada a
criança/o aluno foi colocada/o no centro da aprendizagem, sendo ela/e um indivíduo ativo na
construção do seu conhecimento, como na valorização dos seus conhecimentos, interesses e
necessidades, proporcionando uma prática coerente e integradora. Ainda neste seguimento,
a Metodologia de Investigação-Ação, no seu processo cíclico de observação-planificação-ação-avaliação, possibilitou transformar e melhorar a prática educativa, tal como tornar a futura
profissional de educação mais observadora, reflexiva e crítica, desenvolvendo competências
que proporciona um crescimento tanto a nível pessoal como profissional.
This internship report presents a set of learning and practices developed during supervised educational practice, experienced in the contexts of Pre-School Education and Teaching of the 1st Cycle of Basic Education in a reflexive and critical perspective in relation to the performance and construction of the identity of an education professional with a double profile. Throughout the course of initial training praxis was based on theoretical and legal references, the construction of knowledge of practice, through the particularities of educational contexts and children, predicting their development at the global level. In this document it is realized that throughout the Supervised Educational Practice the child/student was placed at the center of learning, being she/and an active individual in the construction of their knowledge, as in valuing their knowledge, interests and needs, providing a coherent and integrative practice. Also in this follow-up, the Action Research Methodology, in its cyclical process of observation-planning-action-evaluation, made it possible to transform and improve educational practice, as well as make the future education professional more observant, reflective and critical, developing skills that provide growth both at the personal and professional levels.
This internship report presents a set of learning and practices developed during supervised educational practice, experienced in the contexts of Pre-School Education and Teaching of the 1st Cycle of Basic Education in a reflexive and critical perspective in relation to the performance and construction of the identity of an education professional with a double profile. Throughout the course of initial training praxis was based on theoretical and legal references, the construction of knowledge of practice, through the particularities of educational contexts and children, predicting their development at the global level. In this document it is realized that throughout the Supervised Educational Practice the child/student was placed at the center of learning, being she/and an active individual in the construction of their knowledge, as in valuing their knowledge, interests and needs, providing a coherent and integrative practice. Also in this follow-up, the Action Research Methodology, in its cyclical process of observation-planning-action-evaluation, made it possible to transform and improve educational practice, as well as make the future education professional more observant, reflective and critical, developing skills that provide growth both at the personal and professional levels.
Description
Keywords
Metodologia de investigação-ação Criança Identidade profissional Prática supervisionada Action Research Methodology Child Professional identity Supervised practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação