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Abstract(s)
O presente relatório de estágio elaborado no âmbito da unidade curricular
de Prática Educativa Supervisionada (PES), inserida no Mestrado em Educação
Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, tem como objetivo explanar
as práticas educativas desenvolvidas em ambos os contextos de estágio.
O mesmo encontra-se organizado em três capítulos, sendo que o primeiro
apresenta os referenciais teóricos e legais estudados e aprofundados ao longo
do referido ciclo de estudos que, por sua vez, sustentaram as práticas
educativas desenvolvidas. Assim, de forma a que se compreendam as práticas
educativas explanadas e refletidas ao longo do terceiro capítulo, apresentamse
as características do contexto, bem como de ambos os grupos onde se
desenvolveu a PES. Importa, ainda, referir que a aproximação à metodologia de
investigação-ação esteve por base do processo, almejando um
desenvolvimento praxiológico pelo contributo das etapas de observação,
planificação, ação, avaliação e reflexão. Este ciclo dinâmico e em espiral
fomentou a construção da identidade profissional, desenvolvendo
competências basilares para uma ação consciente, sustentada em processos
reflexivos, tendo em vista a construção de uma prática educativa apoiada em
paradigmas socioconstrutivistas.
Em suma, importa referir que as ações desenvolvidas em ambos os
contextos, bem como o apoio das supervisoras institucionais e orientadoras
cooperantes, foram essenciais para a construção de novos saberes que, desta
forma, se revelaram fundamentais para o desenvolvimento do perfil duplo de
docência.
This internship report prepared within the scope of the Supervised Educational Practice (PES) course, inserted in the Master's Degree in Preschool Education and Primary Education, aims to explain the educational practices developed in both internship contexts. . It is organized into three chapters, the first of which presents the theoretical and legal references studied and deepened throughout the study cycle, which, in turn, supported the educational practices developed. Thus, in order to understand the educational practices explained and reflected throughout the third chapter, we present the characteristics of the context, as well as of both groups where the ESP was developed. It is also important to mention that the approach to the action research methodology was based on the process, aiming at a praxiological development through the contribution of the observation, planning, action, evaluation and reflection stages. This dynamic and spiral cycle has fostered the construction of professional identity, developing basic skills for conscious action, sustained in reflective processes, with a view to building an educational practice based on socio-constructivist paradigms. In short, it should be noted that the actions developed in both contexts, as well as the support of cooperative institutional supervisors and advisors, were essential for the construction of new knowledge that, thus, proved fundamental for the development of the dual teaching profile.
This internship report prepared within the scope of the Supervised Educational Practice (PES) course, inserted in the Master's Degree in Preschool Education and Primary Education, aims to explain the educational practices developed in both internship contexts. . It is organized into three chapters, the first of which presents the theoretical and legal references studied and deepened throughout the study cycle, which, in turn, supported the educational practices developed. Thus, in order to understand the educational practices explained and reflected throughout the third chapter, we present the characteristics of the context, as well as of both groups where the ESP was developed. It is also important to mention that the approach to the action research methodology was based on the process, aiming at a praxiological development through the contribution of the observation, planning, action, evaluation and reflection stages. This dynamic and spiral cycle has fostered the construction of professional identity, developing basic skills for conscious action, sustained in reflective processes, with a view to building an educational practice based on socio-constructivist paradigms. In short, it should be noted that the actions developed in both contexts, as well as the support of cooperative institutional supervisors and advisors, were essential for the construction of new knowledge that, thus, proved fundamental for the development of the dual teaching profile.
Description
Keywords
Criança Socioconstrutivismo Investigação-ação Prática educativa Child Social constructivism Research-Action Educational practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação