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Abstract(s)
O presente relatório resulta da formação desenvolvida em contexto da ação docente, por base na apresentação e reflexão do percurso desenvolvido nos estágios em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico, no âmbito da Unidade Curricular de Prática Educativa Supervisionada.
A mobilização de saberes e a articulação de referenciais teóricos e legais com as práticas educativas, segundo uma postura crítica, indagadora e reflexiva, conduziram ao crescimento fundamental de competências e conhecimentos não só de índole pedagógico, mas também pessoal, no sentido da construção da identidade docente da mestranda em formação inicial. Tendo em conta, os paradigmas assentes na perspetiva socio construtivista da educação, promoveu-se uma ação com vista no desenvolvimento pleno e significativo da criança. Esta encontra-se no epicentro da ação e tem um papel ativo na construção do seu conhecimento, compreendendo-se que o docente se assume como orientador do processo educativo.
O desenvolvimento da capacidade de reflexão e problematização, no sentido de saber pensar e agir nos diversos contextos singulares, permitiu uma maior diversidade de resposta, compreendendo-se que toda a ação foi desenvolvida em torno de ideais que preconizam a diversidade de oportunidades e a inclusão de cada criança.
Com efeito, este posicionamento reflexivo evidenciou-se ainda nas interações pedagógicas, de natureza colaborativa ao longo de toda a formação e no processo cíclico de observação, planificação, ação e avaliação, próprio da metodologia de investigação-ação, que tem por base a criação de práticas fundamentadas e transformadoras, a visão de mudança e transformação da realidade educativa do contexto da ação.
The foundations of this report are the result of the experience developed in the context of teaching activity, based on the presentation and reflection of the course during the internships in Pre-School and Primary Education, in the scope of the curricular unit of Supervised Educational Practice. The mobilization and the articulation of theoretical and legal references with educational practices, according to a critical, inquiring and reflective posture, led to the fundamental growth of skills and knowledge not only pedagogical, but also personal, in the sense of construction of the teacher identity. Considering the models based on the socio constructivist perspective of education, all educational process was promoted with a view to the meaningful development of the child which is the epicenter of the action and has an active role in the construction of its knowledge, understanding that the teacher assumes as guiding in the educational process. The development of the capacity for reflection and problematization, in the sense of being able to think and act in different singular contexts, allowed a greater diversity of response, understanding that all action was developed around ideals that advocate the diversity of opportunities and the inclusion of every child. In fact, this reflective positioning was also evident in pedagogical interactions, of a collaborative nature, throughout the formation and in the cyclical process of observation, planning, action and evaluation, of action-investigation methodology, which is based on the creation of innovative practices and by the vision of change and transformation in the context of education where was the educational practice.
The foundations of this report are the result of the experience developed in the context of teaching activity, based on the presentation and reflection of the course during the internships in Pre-School and Primary Education, in the scope of the curricular unit of Supervised Educational Practice. The mobilization and the articulation of theoretical and legal references with educational practices, according to a critical, inquiring and reflective posture, led to the fundamental growth of skills and knowledge not only pedagogical, but also personal, in the sense of construction of the teacher identity. Considering the models based on the socio constructivist perspective of education, all educational process was promoted with a view to the meaningful development of the child which is the epicenter of the action and has an active role in the construction of its knowledge, understanding that the teacher assumes as guiding in the educational process. The development of the capacity for reflection and problematization, in the sense of being able to think and act in different singular contexts, allowed a greater diversity of response, understanding that all action was developed around ideals that advocate the diversity of opportunities and the inclusion of every child. In fact, this reflective positioning was also evident in pedagogical interactions, of a collaborative nature, throughout the formation and in the cyclical process of observation, planning, action and evaluation, of action-investigation methodology, which is based on the creation of innovative practices and by the vision of change and transformation in the context of education where was the educational practice.
Description
Keywords
Educação Pré-Escolar e 1ºCiclo do Ensino Básico Prática educativa Reflexão Metodologia de investigação-ação Construção do saber docente Pre-School Education and Primary Education Educational practice Reflection Action-Investigation methodology Teaching knowledge development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação