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Abstract(s)
A escola apresenta-se como uma comunidade de pessoas que atuam, interagem, aprendem e progridem, requerendo um perfil de professor reflexivo e em constante indagação. Para dar resposta a este perfil, o processo de formação de professores é composto por quatro etapas principais, que são também considerados instrumentos muito vantajosos para a prática educativa, a saber: a observação, a planificação, a avaliação e a reflexão. É neste contexto que o presente Relatório da Prática Educativa Supervisionada, elaborado no âmbito da Unidade Curricular (UC) homónima, pertencente ao plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, se constitui como um espaço de apresentação de toda a trajetória de evolução pessoal e de conceção científico-profissional realizada pela mestranda, ao longo da Prática Educativa Supervisionada.
Em virtude do referido, esta reflexão em torno da prática educativa suporta-se em pressupostos teóricos predominantes no ensino, contemplando, ainda, um cariz investigativo. Portanto, este relatório revela a evolução da formanda, evidenciando as adversidades, mas também os potenciais que delinearam este percurso, bem como as proficiências a desenvolver. Este documento procura, também, – sobretudo pela sua componente investigativa – realçar que um professor se constrói a partir da harmonização entre o conhecimento científico, o conhecimento científico-pedagógico, a reflexão e a investigação-ação. Além disto, pretende evidenciar que o gosto pela leitura passa pelas conexões entre o saber ler e a emoção de ler, aliando, a esta última conexão, o humor, com o intuito de promover a leitura.
The school presents itself as a community of people who act, interact, learn and progress, requiring a reflective teacher profile in constant inquiry. To respond to this profile, the teacher training process consists of four main stages, also considered to be very advantageous tools for educational practice, namely: observation, planning, evaluation and reflection. It is in this context that this Report of Supervised Educational Practice, prepared within the scope of the homonymous curricular unit part of the study plan of the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2.º Cycle of Basic Education, constitutes itself as a space for presenting the entire trajectory of personal evolution and scientific-professional conception carried out by the master's student, throughout Supervised Educational Practice. Given the above, this reflection on the educational practice is supported by theoretical assumptions prevalent in teaching, also contemplating an investigative character. Therefore, this report reveals the evolution of the trainee, highlighting the adversities, but also the potentialities that outlined this path, as well as the skills to be developed. This document also seeks – mainly for its investigative component – to underline that a teacher is built from the harmonization between the scientific knowledge, the scientific-pedagogical knowledge, the reflection and the action research. In addition, it intends to show that the taste for reading goes through the connections between knowing how to read and the emotion of reading, combining humor with this last connection, in order to promote reading.
The school presents itself as a community of people who act, interact, learn and progress, requiring a reflective teacher profile in constant inquiry. To respond to this profile, the teacher training process consists of four main stages, also considered to be very advantageous tools for educational practice, namely: observation, planning, evaluation and reflection. It is in this context that this Report of Supervised Educational Practice, prepared within the scope of the homonymous curricular unit part of the study plan of the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2.º Cycle of Basic Education, constitutes itself as a space for presenting the entire trajectory of personal evolution and scientific-professional conception carried out by the master's student, throughout Supervised Educational Practice. Given the above, this reflection on the educational practice is supported by theoretical assumptions prevalent in teaching, also contemplating an investigative character. Therefore, this report reveals the evolution of the trainee, highlighting the adversities, but also the potentialities that outlined this path, as well as the skills to be developed. This document also seeks – mainly for its investigative component – to underline that a teacher is built from the harmonization between the scientific knowledge, the scientific-pedagogical knowledge, the reflection and the action research. In addition, it intends to show that the taste for reading goes through the connections between knowing how to read and the emotion of reading, combining humor with this last connection, in order to promote reading.
Description
Keywords
Prática de ensino supervisionada Professor refletivo 1.º Ciclo do Ensino Básico Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico Neuroeducação Humor Supervised teaching practice Reflective teacher 1st Cycle of Basic Education Portuguese and History and Geography of Portugal in the 2.º Cycle of Basic Education Neuroeducation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação