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Relatório de Estágio de Rita Maria Estremores Fernando
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.77 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Estágio integra o 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação do Porto conferindo um perfil duplo de docência em ambas as valências. Fundamentado no quadro legal e nos documentos orientadores, o relatório articula com práticas pedagógicas socioconstrutivistas e centradas na criança. Toda a intervenção foi orientada através da metodologia de Investigação-Ação tendo por base ciclos de observação, planificação, ação e avaliação reflexiva, em permanente diálogo com a metodologia de trabalho de projeto. Os projetos desenvolvidos em ambas as valências são exemplos da promoção de aprendizagens significativas, inclusivas e interdisciplinares, alinhadas com o currículo. O documento evidencia ainda o trabalho colaborativo entre díade, docentes cooperantes, crianças, famílias e supervisoras institucionais, fator determinante para o ajustamento contínuo das práticas e para a co-construção de um ambiente educativo rico e
participativo. Foram salvaguardados todos os princípios éticos: consentimento informado, anonimato crianças e conformidade com o Regulamento Geral sobre a Proteção de Dados. Por fim, a reflexão crítica elaborada ao longo do processo revela o impacto da Prática Educativa Supervisionada na construção da identidade profissional, consolidando competências de planificação e diferenciação pedagógica essenciais a um docente que é inovador e responsivo.
This Internship Report is part of the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education of the School of Education of Porto, providing a double teaching profile in both valences. Based on the legal framework and guiding documents, the report articulates with socioconstructivist and child-centered pedagogical practices. The entire intervention was guided through the Research-Action methodology based on cycles of observation, planning, action and reflective evaluation, in permanent dialogue with the project work methodology. The projects developed in both areas are examples of the promotion of meaningful, inclusive and interdisciplinary learning, aligned with the curriculum. The document also highlights the collaborative work between dyad, cooperating teachers, children, families and institutional supervisors, a determining factor for the continuous adjustment of practices and for the co-construction of a rich and participatory educational environment. All ethical principles were safeguarded: informed consent, anonymity, children and compliance with the General Data Protection Regulation. Finally, the critical reflection elaborated throughout the process reveals the impact of Supervised Educational Practice on the construction of professional identity, consolidating planning skills and pedagogical differentiation essential to a teacher who is innovative and responsive.
This Internship Report is part of the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education of the School of Education of Porto, providing a double teaching profile in both valences. Based on the legal framework and guiding documents, the report articulates with socioconstructivist and child-centered pedagogical practices. The entire intervention was guided through the Research-Action methodology based on cycles of observation, planning, action and reflective evaluation, in permanent dialogue with the project work methodology. The projects developed in both areas are examples of the promotion of meaningful, inclusive and interdisciplinary learning, aligned with the curriculum. The document also highlights the collaborative work between dyad, cooperating teachers, children, families and institutional supervisors, a determining factor for the continuous adjustment of practices and for the co-construction of a rich and participatory educational environment. All ethical principles were safeguarded: informed consent, anonymity, children and compliance with the General Data Protection Regulation. Finally, the critical reflection elaborated throughout the process reveals the impact of Supervised Educational Practice on the construction of professional identity, consolidating planning skills and pedagogical differentiation essential to a teacher who is innovative and responsive.
Description
Keywords
Prática educativa supervisionada Metodologias ativas Criança Trabalho colaborativo Supervised educational practice Active methodologies Child Collaborative work
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Without CC licence