| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 979.31 KB | Adobe PDF |
Authors
Abstract(s)
O presente relatório foi realizado no âmbito da unidade curricular da Prática Educativa
Supervisionada (PES), inserida no plano de estudos do Mestrado em Educação Pré-Escolar e
Ensino do 1º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico
do Porto. Este documento espelha todo o percurso desenvolvido nas valências de 1º Ciclo do
Ensino Básico (CEB) e da Educação Pré-Escolar (EPE), dando a conhecer a prática pedagógica
desenvolvida, analisando e refletindo todas as ações, habilitando a mestranda para a docência
de perfil duplo.
Ao longo do presente relatório está patente o percurso formativo realizado, que foi
sustentado na articulação e na análise reflexiva dos referentes teóricos e legais. Este processo
foi ainda baseado nas etapas dinâmicas e cíclicas da metodologia de investigação-ação:
observação, planificação, ação e avaliação. Esta metodologia permitiu fundamentar e adequar
as práticas e as estratégias da mestranda nas duas valências de estágio, indo ao encontro das
necessidades e dos interesses manifestados pelos diferentes grupos. Também potencializou
a construção de uma identidade profissional sobrepondo de forma transversal, o saber ser,
saber estar, saber fazer e saber transformar de um docente de perfil duplo.
Para além da metodologia de investigação adotada, as ações refletidas foram
realizadas com base no paradigma socioconstrutivista, partindo dos interesses, necessidades,
motivações e dificuldades demonstradas pelas crianças. Neste contexto, a mestranda assumiu
a função de facilitadora de um ambiente de aprendizagem, potenciando à criança um papel
ativo na construção do seu próprio conhecimento.
Deste modo, este relatório pretende evidenciar, de forma descritiva, crítica e reflexiva,
as experiências e desafios vivenciados nos dois contextos educativos lecionados que
contribuíram para o enriquecimento e mudança ao nível pessoal e profissional da mestranda.
The present report was written in the scope of the curricular unit Supervised Educational Practice, inserted in the plan of studies of Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, belonging to the Escola Superior de Educação do Instituto Politécnico do Porto. The latter reflects the path developed during the 1st cycle of studies in basical education (CER) and Pre-school education (EPE), showing the pedagogical experience put into practice, developing, analysing and reflecting all of the actions, resulting in the ability of the student of practising both styles of teaching. Throughout the present report it is shown the formative path I went for, based on the articulation of both theoricao and legal references, after the needed reflexive analysis. This whole process was also based on the cyclic and dynamic stages of investigation-action method: observation, planificatipn, action and evaluation. This particular method allows me to explain and adequate the practices and strategies of the student, in both internship’s valences, having in mind the needs and interests shown by the different groups. It also helped on the construction of a professional identity, overlaping the knowing who to be, how to be, how to do and how to transform a double profile teacher. Apart from the investigation method described, the ongoing action was based on the socioconstructive paradigm, meaning that its origin came from the particular interests, needs, motivations and difficulties demonstrated by the children. According to this paradigm, the child must be the center of the knowledge construction, owning an active and participating role while constructing its own knowledge, and the teacher represents the role of learning facilitator. Therefore, this report reflects the student’s effort to develop a practice that promotes flexibility, affection and democratic participation, valuing the holistic development of the children.
The present report was written in the scope of the curricular unit Supervised Educational Practice, inserted in the plan of studies of Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, belonging to the Escola Superior de Educação do Instituto Politécnico do Porto. The latter reflects the path developed during the 1st cycle of studies in basical education (CER) and Pre-school education (EPE), showing the pedagogical experience put into practice, developing, analysing and reflecting all of the actions, resulting in the ability of the student of practising both styles of teaching. Throughout the present report it is shown the formative path I went for, based on the articulation of both theoricao and legal references, after the needed reflexive analysis. This whole process was also based on the cyclic and dynamic stages of investigation-action method: observation, planificatipn, action and evaluation. This particular method allows me to explain and adequate the practices and strategies of the student, in both internship’s valences, having in mind the needs and interests shown by the different groups. It also helped on the construction of a professional identity, overlaping the knowing who to be, how to be, how to do and how to transform a double profile teacher. Apart from the investigation method described, the ongoing action was based on the socioconstructive paradigm, meaning that its origin came from the particular interests, needs, motivations and difficulties demonstrated by the children. According to this paradigm, the child must be the center of the knowledge construction, owning an active and participating role while constructing its own knowledge, and the teacher represents the role of learning facilitator. Therefore, this report reflects the student’s effort to develop a practice that promotes flexibility, affection and democratic participation, valuing the holistic development of the children.
Description
Keywords
Prática educativa supervisionada Metodologia de Investigação-ação Paradigma socioconstrutivista Criança Supervised educational practice Research-action methodology Paradigm social-constructivism Child
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação