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Authors
Abstract(s)
presente relatório de estágio é parte integrante da Unidade Curricular de
Integração Curricular: Prática Educativa e Relatório de Estágio, constituindo
um requisito parcial para a obtenção do grau de Mestre em Ensino dos 1.º e
2.º Ciclos do Ensino Básico (CEB), pela Escola Superior de Educação do
Instituto Politécnico do Porto. Neste sentido, constitui o reflexo do longo
trajeto formativo da mestranda, enquanto professora estagiária, no âmbito da
Prática Educativa Supervisionada (PES), articulando três grandes dimensões –
teoria, prática e investigação – fundamentais para a docência.
Neste documento, são descritas e analisadas as intervenções educativas ao
longo de um ano de PES. Esta sustentou-se na mobilização de pressupostos
teóricos e legais e de saberes científicos e pedagógicos, adquiridos ao longo da
formação inicial, assim como numa atitude consciente, crítica, reflexiva e
investigativa, considerando as especificidades de cada contexto escolar. Por
outro lado, firmou-se em perspetivas construtivistas, visando a sua atuação na
zona proximal de desenvolvimento dos estudantes, contribuindo para
aprendizagens significativas. Assim, valorizou-se, em todas as intervenções, o
papel central e ativo dos estudantes na construção do seu conhecimento, tendo
o professor, por sua vez, a função de os orientar nesse processo.
Este percurso foi constituído por várias etapas – observação, planificação,
ação e reflexão –, vistas como um ciclo investigativo, que permitiram o
desenvolvimento das capacidades de reflexão, questionamento e busca pela
constante melhoria das práticas educativas, tendo como finalidade um ensino
e uma educação de qualidade.
The present internship report is an integral part of the course of Curriculum Integration: Educational Practice and Internship Report, constituting a partial requirement for the degree of Master in Teaching the 1st and 2nd Cycles of Basic Education (CBE), by School of Education of the Polytechnic Institute of Porto. So, it constitutes the reflection about the formative route of the graduate student as an intern teacher, under the extent of Supervised Educational Practice (SEP), articulating three major dimensions - theory, practice and research – which are fundamental for teaching. In this document, educational interventions over a year of SEP are described. This was based on the mobilization of theoretical assumptions and scientific and pedagogical knowledge, achieved throughout the initial training, as well as a conscious, critical, reflective and investigative attitude, considering the specifics of each school context. On the other hand, it relied on constructivist perspectives, aiming its action in the proximal development zone of students, contributing to meaningful learning. Thus, it was appreciated in all interventions, the central and active role of students in building their knowledge, and the teacher, in turn, the function of guiding this process. This path consisted of several steps – observation, planning, action and reflection -, seen as an investigative cycle which allowed the development of capacities for reflection, questioning and search for constant improvement of educational practices, aiming for a quality teaching.
The present internship report is an integral part of the course of Curriculum Integration: Educational Practice and Internship Report, constituting a partial requirement for the degree of Master in Teaching the 1st and 2nd Cycles of Basic Education (CBE), by School of Education of the Polytechnic Institute of Porto. So, it constitutes the reflection about the formative route of the graduate student as an intern teacher, under the extent of Supervised Educational Practice (SEP), articulating three major dimensions - theory, practice and research – which are fundamental for teaching. In this document, educational interventions over a year of SEP are described. This was based on the mobilization of theoretical assumptions and scientific and pedagogical knowledge, achieved throughout the initial training, as well as a conscious, critical, reflective and investigative attitude, considering the specifics of each school context. On the other hand, it relied on constructivist perspectives, aiming its action in the proximal development zone of students, contributing to meaningful learning. Thus, it was appreciated in all interventions, the central and active role of students in building their knowledge, and the teacher, in turn, the function of guiding this process. This path consisted of several steps – observation, planning, action and reflection -, seen as an investigative cycle which allowed the development of capacities for reflection, questioning and search for constant improvement of educational practices, aiming for a quality teaching.
Description
Keywords
Desenvolvimento pessoal e profissional Prática educativa supervisionada Construtivismo Investigação-ação Personal and professional development Supervised educational practice Constructivism Action research
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação