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Authors
Abstract(s)
O presente relatório incide sobre o processo de formação realizado pela mestranda no âmbito da Prática
Educativa Supervisionada, nos contextos de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico.
Este documento tem como finalidade abordar as competências e aprendizagens adquiridas pela
mestranda, pela mobilização dos conhecimentos científicos, pedagógicos e didáticos no desenvolvimento
da ação educativa, bem como dos documentos normativos. Tais conhecimentos permitem a mestranda
tomar consciência de que a sua identidade profissional será alvo de constantes alterações. Tendo em
consideração a necessidade de promover uma ação intencional com significado, baseada numa prática
inclusiva onde a criança assume um papel ativo, fundamental na construção do seu conhecimento
As ações educativas desenvolvidas sustentaram-se num ciclo dinâmico e em espiral dos
processos de observação, ação, planificação e reflexão, característico da metodologia de lnvestigaçãoação
e Metodologia Trabalho por Projeto, contribuindo para uma ação inovadora, reflexiva e com sentido.
De acordo com o quadro teórico estudado ao longo da formação, experienciamos na prática o
papel essencial e único da criança no processo de ensino e de aprendizagem. Este processo é mais rico
quando a docente intencionalmente envolve a famnia como atar deste processo.
Ao longo deste documento fica retratada a importância do trabalho colaborativo com o par
pedagógico, os docentes cooperantes, as crianças, as famnias e as supervisoras institucionais, tendo
fomentado o desenvolvimento de práticas educativas contextualizadas, diferenciadoras e criativas.
This report focuses on the training process carried out by the master student within the scope of the Supervised Educational Practice, in the contexts of Pre-School Education and Primary School. This document aims to address the skills and learning acquired by the student, by mobilizing scientific, pedagogical and didactic knowledge in the development of educational action, as well as regulatory documents. Such knowledge allows the student to become aware that her professional identity will be subject to constant change. Taking into account the need to promote an intentional action with meaning based on an inclusive practice, where the child assumes an active role, fundamental in the construction of their knowledge. The educational actions developed were based on a dynamic and spiral cycle of observation, action, planning and reflection processes, characteristic of the Action-Research and Project Work methodology, contributing to an innovative, reflective and meaningful action. According to the theoretical framework studied throughout the training, we experienced in practice the essential and unique role of the child in the teaching and learning process. This process is richer when the teacher intentionally involves the family as an actor in this process. Throughout this document, the importance of collaborative work with the pedagogical pair, the cooperating teachers, the children, the families and the institutional supervisors is portrayed, having fostered the development of contextualized, differentiated and creative educational practices. Keywords: Educational Practice; Sacio Constructivism; Family lnvolvement; Collaborative Work; lnclusion
This report focuses on the training process carried out by the master student within the scope of the Supervised Educational Practice, in the contexts of Pre-School Education and Primary School. This document aims to address the skills and learning acquired by the student, by mobilizing scientific, pedagogical and didactic knowledge in the development of educational action, as well as regulatory documents. Such knowledge allows the student to become aware that her professional identity will be subject to constant change. Taking into account the need to promote an intentional action with meaning based on an inclusive practice, where the child assumes an active role, fundamental in the construction of their knowledge. The educational actions developed were based on a dynamic and spiral cycle of observation, action, planning and reflection processes, characteristic of the Action-Research and Project Work methodology, contributing to an innovative, reflective and meaningful action. According to the theoretical framework studied throughout the training, we experienced in practice the essential and unique role of the child in the teaching and learning process. This process is richer when the teacher intentionally involves the family as an actor in this process. Throughout this document, the importance of collaborative work with the pedagogical pair, the cooperating teachers, the children, the families and the institutional supervisors is portrayed, having fostered the development of contextualized, differentiated and creative educational practices. Keywords: Educational Practice; Sacio Constructivism; Family lnvolvement; Collaborative Work; lnclusion
Description
Keywords
Prática educativa supervisionada Socio construtivismo Envolvimento familiar Trabalho colaborativo Inclusão Educational practice Socio constructivism Family involvement Collaborative work lnclusion
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação