| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.52 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio incide sobre o processo de formação realizado no âmbito da Prática Educativa Supervisionada nos contextos de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico para obtenção do grau de Mestre. Este documento resulta da partilha de saberes e do trabalho colaborativo com o par pedagógico, a professora e a educadora cooperantes e as supervisoras institucionais, envolvendo, igualmente, as crianças e as respetivas famílias. Neste sentido e baseadas num paradigma sócio construtivista, as ações educativas desenvolvidas possibilitaram a participação plena e a inclusão de todas as crianças no processo de aprendizagem, valorizando as suas necessidades e os seus interesses. Assim, para a promoção de atividades contextualizadas, assentes numa educação holística e humanista, foram mobilizados conhecimentos científicos, pedagógicos e didáticos, sustentados em pressupostos teóricos e legais. Além disso, no decorrer da prática pedagógica, adotou-se uma atitude crítica, reflexiva e ética, apoiada num ciclo sistemático de observação, planificação, ação e reflexão, característico da metodologia de Investigação-Ação, que permitiu adequar as atividades às especificidades das crianças, assumindo estas um papel ativo na construção da sua aprendizagem. Ao longo deste processo de ensino e de aprendizagem foi desenvolvido um projeto de intervenção em cada nível educativo, baseados na Metodologia de Trabalho de Projeto, promovendo, em paralelo, um envolvimento familiar, essencial para o desenvolvimento do principal agente educativo - a criança.
This internship report focuses on the training process carried out as part of the Supervised Educational Practice in the contexts of Pre-School Education and Primary School Teaching to obtain a Master's degree. This document is the result of sharing knowledge and collaborative work with the pedagogical pair, the co-operating teacher and educator and the institutional supervisors, as well as involving the children and their families. In this sense, and based on a socio-constructivist paradigm, the educational actions developed enabled the full participation and inclusion of all the children in the learning process, valuing their needs and interests. In order to promote contextualised activities based on holistic and humanistic education, scientific, pedagogical and didactic knowledge was mobilised, supported by theoretical and legal assumptions. In addition, a critical, reflective and ethical attitude was adopted throughout the teaching practice, supported by a systematic cycle of observation, planning, action and reflection, characteristic of the Action Research methodology, which made it possible to tailor the activities to the specificities of the children, with them taking an active role in the construction of their learning. Throughout this teaching and learning process, an intervention project was developed at each educational level, based on the Project Work Methodology, while promoting family involvement, which is essential for the development of the main educational agent - the child.
This internship report focuses on the training process carried out as part of the Supervised Educational Practice in the contexts of Pre-School Education and Primary School Teaching to obtain a Master's degree. This document is the result of sharing knowledge and collaborative work with the pedagogical pair, the co-operating teacher and educator and the institutional supervisors, as well as involving the children and their families. In this sense, and based on a socio-constructivist paradigm, the educational actions developed enabled the full participation and inclusion of all the children in the learning process, valuing their needs and interests. In order to promote contextualised activities based on holistic and humanistic education, scientific, pedagogical and didactic knowledge was mobilised, supported by theoretical and legal assumptions. In addition, a critical, reflective and ethical attitude was adopted throughout the teaching practice, supported by a systematic cycle of observation, planning, action and reflection, characteristic of the Action Research methodology, which made it possible to tailor the activities to the specificities of the children, with them taking an active role in the construction of their learning. Throughout this teaching and learning process, an intervention project was developed at each educational level, based on the Project Work Methodology, while promoting family involvement, which is essential for the development of the main educational agent - the child.
Description
Keywords
Prática educativa supervisionada Trabalho colaborativo Paradigma sócio construtivista Investigação-ação Metodologia de trabalho de projeto Supervised educational practice Collaborative work Social constructivist paradigm Action research Project based learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação