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Relatório de Estágio de Mariana Pereira Reis
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 31.27 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio insere-se no âmbito da Prática Educativa Supervisionada,
componente do segundo ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico,
e visa a obtenção do grau de mestre. Este documento, elaborado ao longo do ano letivo, relata o percurso
formativo da mestranda na construção de um perfil duplo de docente, alcançado através da coconstrução
de saberes com o par pedagógico, o professor e a educadora cooperantes, bem como as supervisoras
institucionais.
Defensora de um paradigma socio construtivista, a mestranda orientou a sua prática pelo respeito
e valorização das diferentes formas de expressão das crianças, promovendo a sua participação ativa no
processo de aprendizagem. Para garantir a realização de atividades significativas e contextualizadas, que
contribuíssem para o desenvolvimento integral das crianças, a sua prática foi alicerçada em fundamentos
teóricos, didático-pedagógicos e legais.
Com o objetivo de melhorar a sua atuação pedagógica, a mestranda desenvolveu uma postura
reflexiva, apoiando-se na metodologia de Investigação-Ação, caracterizada por ciclos contínuos de
observação, planificação, ação e reflexão. Esse processo permitiu ajustar a prática às características e
necessidades das crianças em cada contexto educativo, promovendo uma abordagem inclusiva e
equitativa.
Dessa cooperação entre os diversos agentes educativos, surgiram dois projetos de intervenção:
um no contexto do 1.º Ciclo do Ensino Básico e outro na Educação Pré-Escolar, ambos desenvolvidos de
acordo com as fases da Metodologia de Trabalho por Projeto
This internship report is part of the Supervised Educational Practice, included in the second year of the Master's in Preschool Education and Teaching in the 1st Cycle of Basic Education, aiming at obtaining a master's degree. This document, prepared throughout the academic year, recounts the journey of the master's student in her initial training, towards developing a dual teaching profile through the coconstruction of knowledge with the teaching partner, the cooperating teacher and educator, and institutional supervisors. As an advocate of a socioconstructivist paradigm, the student based her practice on showing respect and attention to the different ways children express themselves, enabling their full participation in the learning process. In this regard, to promote meaningful and contextualized activities that fostered the holistic development of the children, the master's student grounded her practice in theoretical, didacticpedagogical, and legal principles. With a view to improving her pedagogical practice, the student developed her reflective capacity, relying on the Action-Research methodology, characterized by dynamic cycles of observation, planning, action, and reflection. These processes allowed her to tailor her actions to the children's characteristics and needs in different educational contexts, enabling the creation of inclusive and equitable practices. As a result of cooperative and collaborative work between the various educational agents, two intervention projects were developed: one in the context of the 1st Cycle of Basic Education and the other in Preschool Education, both based on the Project-Based Learning Methodology, respecting its various phases.
This internship report is part of the Supervised Educational Practice, included in the second year of the Master's in Preschool Education and Teaching in the 1st Cycle of Basic Education, aiming at obtaining a master's degree. This document, prepared throughout the academic year, recounts the journey of the master's student in her initial training, towards developing a dual teaching profile through the coconstruction of knowledge with the teaching partner, the cooperating teacher and educator, and institutional supervisors. As an advocate of a socioconstructivist paradigm, the student based her practice on showing respect and attention to the different ways children express themselves, enabling their full participation in the learning process. In this regard, to promote meaningful and contextualized activities that fostered the holistic development of the children, the master's student grounded her practice in theoretical, didacticpedagogical, and legal principles. With a view to improving her pedagogical practice, the student developed her reflective capacity, relying on the Action-Research methodology, characterized by dynamic cycles of observation, planning, action, and reflection. These processes allowed her to tailor her actions to the children's characteristics and needs in different educational contexts, enabling the creation of inclusive and equitable practices. As a result of cooperative and collaborative work between the various educational agents, two intervention projects were developed: one in the context of the 1st Cycle of Basic Education and the other in Preschool Education, both based on the Project-Based Learning Methodology, respecting its various phases.
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Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence