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Abstract(s)
O presente relatório foi realizado como finalização da unidade curricular de Prática Educativa Supervisionada, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto e apresenta e fundamenta de forma reflexiva aquele que foi o percurso realizado pela mestranda no contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Todo o percurso está fundamentado nas teorias específicas de cada valência e na metodologia da investigação-ação pelo contributo dos seus processos de observação, planificação, ação e reflexão. Deste modo,foi possível uma articulação entre a teoria e a prática e uma planificação de ações com intencionalidade educativa e que proporcionaram às crianças, aprendizagens contextualizadas e significativas, o que permitiu uma melhoria contínua da ação educativa baseada na reflexão para, na e após a ação.Para além de baseadas na metodologia de investigação-ação, as ações aqui descritas, analisadas e refletidas também foram realizadas segundo o paradigma socioconstrutivista, ou seja, partiram dos interesses, necessidades, motivações e dificuldades demonstradas pelas crianças.
Este percurso, que permitiu vivenciar dois contextos bem distintos entre si, revelou-se bastante desafiante, mas acima de tudo tornou-se gratificante, permitindo uma evolução significativa das competências e aprendizagens, o que se espera que continue a crescer e a evoluir ao longo do percurso profissional da mestranda.
This report was carried out as the conclusion of the Supervised Educational Practice course unit, of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of the Superior School of Education of the Polytechnic lnstitute of Porto and presents and grounds in a reflective manner that which was the path taken by the master in the context of Pre-School Education and 1st Cycle of Basic Education. The entire path is based on the specific theories of each field and on the research-action methodology through the contribution of its observation, planning, action and reflection processes. In this way, it was possible to link theory and practice and plan actions with educational intentions that provided children with contextualized and meaning ful learning, which allowed for continuous improvement of educational action based on reflection for, in and after action. In addition to being based on the research-action methodology, the actions described, analyzed and reflected here were also carried out according to the socio-constructivist paradigm, that is, they started from the interests, needs, motivations and difficulties shown by the children. This path, which allowed to experience two very different contexts, proved to be quite challenging, but above ali it became rewarding, allowing a significant evolution of skills and learning, which is expected to continue to grow and evolve throughout the master's professional path.
This report was carried out as the conclusion of the Supervised Educational Practice course unit, of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of the Superior School of Education of the Polytechnic lnstitute of Porto and presents and grounds in a reflective manner that which was the path taken by the master in the context of Pre-School Education and 1st Cycle of Basic Education. The entire path is based on the specific theories of each field and on the research-action methodology through the contribution of its observation, planning, action and reflection processes. In this way, it was possible to link theory and practice and plan actions with educational intentions that provided children with contextualized and meaning ful learning, which allowed for continuous improvement of educational action based on reflection for, in and after action. In addition to being based on the research-action methodology, the actions described, analyzed and reflected here were also carried out according to the socio-constructivist paradigm, that is, they started from the interests, needs, motivations and difficulties shown by the children. This path, which allowed to experience two very different contexts, proved to be quite challenging, but above ali it became rewarding, allowing a significant evolution of skills and learning, which is expected to continue to grow and evolve throughout the master's professional path.
Description
Keywords
Educação Prática educativa supervisionada Socioconstrutivismo Education Supervised educational practice Socio-constructivist
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação