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Authors
Abstract(s)
O presente relatório tem como objetivo principal analisar e refletir sobre o percurso de formação da mestranda, incidindo no trabalho cooperativo desenvolvido ao longo da Prática Educativa Supervisionada. Esta realizou-se num contexto heterogéneo de Educação Pré-Escolar e numa turma de 4º ano do 1º Ciclo do Ensino Básico. Sendo o quadro teórico e conceptual da mesma indispensável para uma prática educativa comprometida com os pressupostos explanados nos documentos legais e orientadores de cada valência, reflete-se sobre a forma como esta mobilizou os seus saberes na ação e que resultados se observaram. Em consonância com estes pressupostos, realça-se a relevância do processo cíclico da Metodologia de Investigação-Ação para a promoção de ações fundamentadas nas particularidades de cada contexto que, em simbiose com a Metodologia de Trabalho de Projeto, possibilitou a construção de percursos pedagógicos significativos para todos os intervenientes. Neste sentido, e considerando a criança
como protagonista da ação e construtora da sua aprendizagem, importa realçar o contributo das Metodologias Ativas, essencialmente da Aprendizagem Cooperativa, e do Movimento da Escola Moderna. Este destaque justifica-se pelo seu impacto na ação, sendo impulsionadoras do desenvolvimento de capacidades como a autonomia, a criatividade, a participação democrática e a cooperação. Por fim, importa salientar que, ao longo do documento, se
xplicita o desenvolvimento de capacidades e de aprendizagens construídas pela mestranda, consideradas fulcrais para a construção da sua identidade profissional, consciente de que a conclusão deste processo formativo a habilita à docência de perfil duplo.
The current report’s main purpose is the analysis as well as the reflection of the master’s student’s path in her academic education. It focuses on the cooperative work developed throughout the Supervised Educational Practice. This same practice took place in a heterogeneous context of pre-school education (Kindergarden) and of an elementary school’s 4th grade classroom. Since its theoretical and conceptual framework is indispensable for an educational practice that is committed to the assumptions explained in the legal and guiding documents for each kindergarden, we reflect on how it mobilized its knowledge in action and what results were observed. In line with these assumptions, we emphasize the importance of the cyclical process of the Action Research Methodology for the promotion of actions based on the particularities of each context which, in symbiosis with the Project Work Methodology, made it possible to build meaningful pedagogical paths for all those involved.Thus, considering the child the protagonist of the action and the designer of its own learning experience, it is important to emphasize the contributions of the Active Methodologies, mainly Cooperative Learning and the Modern School Movement. This is justified by their impact on action, as they encourage the development of skills such as autonomy, creativity, democratic participation and co-operation. Finally, it is important to emphasize that, throughout the document, it is made explicit the master’s student’s development of capabilities and knowledge, which become a central focus on the construction of her professional identity, aware that the conclusion of this learning process qualifies her to teach with a dual profile.
The current report’s main purpose is the analysis as well as the reflection of the master’s student’s path in her academic education. It focuses on the cooperative work developed throughout the Supervised Educational Practice. This same practice took place in a heterogeneous context of pre-school education (Kindergarden) and of an elementary school’s 4th grade classroom. Since its theoretical and conceptual framework is indispensable for an educational practice that is committed to the assumptions explained in the legal and guiding documents for each kindergarden, we reflect on how it mobilized its knowledge in action and what results were observed. In line with these assumptions, we emphasize the importance of the cyclical process of the Action Research Methodology for the promotion of actions based on the particularities of each context which, in symbiosis with the Project Work Methodology, made it possible to build meaningful pedagogical paths for all those involved.Thus, considering the child the protagonist of the action and the designer of its own learning experience, it is important to emphasize the contributions of the Active Methodologies, mainly Cooperative Learning and the Modern School Movement. This is justified by their impact on action, as they encourage the development of skills such as autonomy, creativity, democratic participation and co-operation. Finally, it is important to emphasize that, throughout the document, it is made explicit the master’s student’s development of capabilities and knowledge, which become a central focus on the construction of her professional identity, aware that the conclusion of this learning process qualifies her to teach with a dual profile.
Description
Keywords
Prática Educativa Cooperação Autonomia Educação Pré-Escolar e 1º Ciclo do Ensino Básico Educational Practice Cooperation Autonomy Pre-school and Elementary School Education
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação