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Abstract(s)
O presente relatório de estágio foi concebido no âmbito da formação inicial, permitindo um enriquecimento do quadro conceptual e contribuindo para uma prática educativa mais rica, significativa e reflexiva.
Por conseguinte, a Prática Educativa Supervisionada revestiu-se de uma imprescindível componente prática que proporcionou o repensar de referentes científicos, pedagógicos, didáticos, culturais e de investigação, enquadrando-os ao contexto educativo específico. Neste sentido, a natureza reflexiva e indagatória encontram-se espelhadas no relatório, uma vez que emergiram da prática, onde se realizou uma aproximação à Metodologia de Investigação-Ação, envolvendo uma espiral de observação, planificação, ação, reflexão e avaliação. Considerando as particularidades do ano vigente, marcado por uma pandemia mundial, a respetiva metodologia destacou-se, sendo realçada a sua relevância num momento em que o contacto com o contexto educativo se encontrou impossibilitado.
Uma particularidade destacada e que influenciará o percurso profissional da mestranda, concerne à importância atribuída à continuidade das práticas educativas entre a Educação Pré-Escolar e o 1.º Ciclo do Ensino Básico, pelo contributo de uma formação inicial promotora do perfil duplo para a docência. Assim, preconizou-se uma ação educativa inscrita no paradigma socioconstrutivista, realçando as pedagogias participativas e atribuindo à criança um papel ativo e participativo, capaz de intervir e de co-construir o seu próprio conhecimento.
Neste percurso formativo salienta-se, simultaneamente, o espírito colaborativo com a equipa educativa, com as supervisoras, com as famílias das crianças e entre a díade, interações cruciais que possibilitaram às crianças aprendizagens significativas e contextualizadas, assim como a edificação do desenvolvimento profissional da futura docente de perfil duplo.
This internship report was developed in the context of initial formation, allowing an improvement of the conceptual framework and contributing to a richer, more meaningful and reflective educational practice. Consequently, Supervised Educational Practice has an essential practical component that has provided a rethinking of scientific, pedagogical, didactic, cultural and research references, framing them to the educational context. In this sense, the reflective and inquiring nature are reflected in the report because they emerged from practice, where an approach to the Investigation-Action Methodology was carried out, involving a spiral of observation, planning, action, reflection and evaluation. Considering the particularities of this year marked by a worldwide pandemic, the respective methodology stood out, highlighting its relevance at a time when contact with the educational context was impossible. A highlighted feature that will influence the professional path of the master's student, concerns the importance attributed to the continuity of educational practices between Kindergarten and the Primary School, for the contribution of an initial training promoting the double profile for teaching. Thus, it was recommended an educational action inscribed in the socio-constructivist paradigm, highlighting participatory pedagogies, and assigning the child an active and participatory role, capable of intervening and co-constructing its own knowledge. In this formative path, the collaborative spirit with the educational team, with the supervisors, with the families of the children and between the dyad is highlighted, crucial interactions that enabled the children to have meaningful and contextualized learning, as well as the edification of the professional development of the school future teacher with a double profile.
This internship report was developed in the context of initial formation, allowing an improvement of the conceptual framework and contributing to a richer, more meaningful and reflective educational practice. Consequently, Supervised Educational Practice has an essential practical component that has provided a rethinking of scientific, pedagogical, didactic, cultural and research references, framing them to the educational context. In this sense, the reflective and inquiring nature are reflected in the report because they emerged from practice, where an approach to the Investigation-Action Methodology was carried out, involving a spiral of observation, planning, action, reflection and evaluation. Considering the particularities of this year marked by a worldwide pandemic, the respective methodology stood out, highlighting its relevance at a time when contact with the educational context was impossible. A highlighted feature that will influence the professional path of the master's student, concerns the importance attributed to the continuity of educational practices between Kindergarten and the Primary School, for the contribution of an initial training promoting the double profile for teaching. Thus, it was recommended an educational action inscribed in the socio-constructivist paradigm, highlighting participatory pedagogies, and assigning the child an active and participatory role, capable of intervening and co-constructing its own knowledge. In this formative path, the collaborative spirit with the educational team, with the supervisors, with the families of the children and between the dyad is highlighted, crucial interactions that enabled the children to have meaningful and contextualized learning, as well as the edification of the professional development of the school future teacher with a double profile.
Description
Keywords
Criança Paradigma Socioconstrutivista Pedagogia Participativa Colaboração Criatividade Child Socioconstructivist Paradigm Participatory Pedagogy Collaboration Creativity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação