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Advisor(s)
Abstract(s)
O presente relatório de qualificação profissional remete-se à formação profissional
da formanda em duas valências, a da educação pré-escolar, cujo estágio foi desenvolvido
no Jardim-de-Infância (JI) da Rua de Angola e a do 1º Ciclo do Ensino Básico, na EB1/JI
Professor (Prof.) Doutor (Dr.) Marques dos Santos, tutelados pelo Ministério da Educação.
Nestes dois contextos, a mestranda sustentou a sua prática na metodologia de
investigação-ação e nas suas respetivas fases, de modo a transformar e melhorar a sua
práxis, através de uma atitude reflexiva, indagadora e investigativa. Esta metodologia, em
conjunto com outras opções tomadas, ao nível dos pressupostos teóricos, possibilitaram à
formanda uma análise das suas práticas, de forma sistemática e contínua, por intermédio
das diferentes estratégias e instrumentos que potenciaram o desenvolvimento do perfil
inerente a esta formação, nas suas diferentes dimensões. Estas aprendizagens propiciaram a
(re)construção e desenvolvimento da identidade e cultura profissional, que foram
exponenciadas pelo carácter colaborativo deste processo.
Durante a sua ação, a mestranda desenvolveu atividades em que os conhecimentos
e aprendizagens foram construídos e desenvolvidos de forma integrada, integradora e ativa,
valendo-se da diferenciação pedagógica e curricular. De notar que a mestranda tentou
estimular aprendizagens significativas, que potenciassem o desenvolvimento global de
cada criança, partindo dos interesses, necessidades e conhecimentos prévios das crianças,
recorrendo a estratégias motivadoras e que integrassem as suas realidades próximas. Relatório EPE-
This report qualification refers to the training of the graduate student in two valences, to the pre-school education, whose stage was developed in the kindergarten (JI) Street of Angola and the 1st Cycle of Basic Education, in EB1/JI Teacher (Prof.) Doctor (Dr.) Marques dos Santos, overseen by the Ministry of Education. In both contexts, the graduate student supported her practice in research methodology and action in their respective phases, in order to transform and improve their practice through a reflective attitude, inquisitive and investigative. This methodology, together with other choices made at the level of theoretical assumptions, allowed the trainee an analysis of their practices, systematically and continuously, through the different strategies and tools that have powered the development profile inherent in this training, the different dimensions. These learning led to the (re) construction and development of professional identity and culture, which were exponentiated by the collaborative nature of this process. During this action, the graduate student has developed activities in which knowledge and learning were built and developed in an integrated, inclusive and active, making use of varied teaching and curriculum. Note that the master's student tried to stimulate meaningful learning, which boosted the overall development of each child, based on the interests, needs and prior knowledge of children’s, using motivational strategies and integrate their realities nearby.
This report qualification refers to the training of the graduate student in two valences, to the pre-school education, whose stage was developed in the kindergarten (JI) Street of Angola and the 1st Cycle of Basic Education, in EB1/JI Teacher (Prof.) Doctor (Dr.) Marques dos Santos, overseen by the Ministry of Education. In both contexts, the graduate student supported her practice in research methodology and action in their respective phases, in order to transform and improve their practice through a reflective attitude, inquisitive and investigative. This methodology, together with other choices made at the level of theoretical assumptions, allowed the trainee an analysis of their practices, systematically and continuously, through the different strategies and tools that have powered the development profile inherent in this training, the different dimensions. These learning led to the (re) construction and development of professional identity and culture, which were exponentiated by the collaborative nature of this process. During this action, the graduate student has developed activities in which knowledge and learning were built and developed in an integrated, inclusive and active, making use of varied teaching and curriculum. Note that the master's student tried to stimulate meaningful learning, which boosted the overall development of each child, based on the interests, needs and prior knowledge of children’s, using motivational strategies and integrate their realities nearby.
Description
Keywords
Investigação-ação Diferenciação pedagógica e curricular Zona de desenvolvimento próximo Práxis Research-action pedagogical and curricular differentiation Near development zone praxis
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação