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Authors
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e pretende contextualizar e refletir sobre as aprendizagens desenvolvidas, os saberes e competências construídos ao longo das práticas, em ambos os contextos, da Prática Educativa Supervisionada.
Para a construção do perfil de dupla docência as atividades e percursos didáticos foram organizados de forma articulada e sequencial, procurando-se escutar atentamente as crianças e ter em conta as suas especificidades, de maneira a possibilitar-lhes o seu desenvolvimento holístico. A metodologia de investigação-ação, como um processo dinâmico e interativo, sustentou as práticas da mestranda, baseadas nos momentos que a mesma integra: observação, planificação, ação e reflexão, de modo a respeitar e valorizar todas as crianças e favorecer o seu desenvolvimento profissional e pessoal.
Neste documento pretende-se ainda evidenciar a postura crítica e reflexiva construída e desenvolvida durante a prática educativa supervisionada, destacando a importância da flexibilidade na gestão do grupo e das planificações previamente organizadas, perante a imprevisibilidades dos acontecimentos, assim como o impacto que o trabalho colaborativo tem na transição entre níveis educativos, atribuindo significado quer educativo quer formativo.
Para a fundamentação do relatório e das práticas desenvolvidas recorreu-se a autores de referência dos dois níveis educativos e aos saberes científicos, culturais, pedagógicos e didáticos adquiridos nas diferentes unidades curriculares no referido Mestrado e precedente Licenciatura.
This internship report was prepared within the scope of the Master's Degree in Pre-school Education and Teaching of 1st Cycle Basic Education and aims to provide a context and reflect on the acquired learning, the knowledge and skills developed through the practices, in both contexts of Supervised Educational Practice. In order to built the double teaching profile, the didactic activities and courses were organized consistently and consecutively, by listening carefully to the children and taking into account their specificities, so as to enable their holistic development. The action research methodology, as a dynamic and interactive process, supported the practices of the master's student, based on the moments that it incorporates: observation, planning, action and reflection, in order to respect and value all children and favor their professional and personal development. This document also intends to emphasize the critical and reflexive view built and developed during the supervised educational practice, highlighting the importance of flexibility in group management and previously organized planning, given the unpredictability of events, as well as the impact that collaborative work represents in the transition between educational levels, giving both educational and formative significance. For the basis of the report and the practices developed, authors of reference of the two educational levels and the scientific, cultural, pedagogical and didactic knowledge acquired in the different curricular units in the mentioned Masters and previous Degree were used.
This internship report was prepared within the scope of the Master's Degree in Pre-school Education and Teaching of 1st Cycle Basic Education and aims to provide a context and reflect on the acquired learning, the knowledge and skills developed through the practices, in both contexts of Supervised Educational Practice. In order to built the double teaching profile, the didactic activities and courses were organized consistently and consecutively, by listening carefully to the children and taking into account their specificities, so as to enable their holistic development. The action research methodology, as a dynamic and interactive process, supported the practices of the master's student, based on the moments that it incorporates: observation, planning, action and reflection, in order to respect and value all children and favor their professional and personal development. This document also intends to emphasize the critical and reflexive view built and developed during the supervised educational practice, highlighting the importance of flexibility in group management and previously organized planning, given the unpredictability of events, as well as the impact that collaborative work represents in the transition between educational levels, giving both educational and formative significance. For the basis of the report and the practices developed, authors of reference of the two educational levels and the scientific, cultural, pedagogical and didactic knowledge acquired in the different curricular units in the mentioned Masters and previous Degree were used.
Description
Keywords
Trabalho colaborativo Criança Investigação-ação Reflexão Collaborative work Child Action research methodology Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação