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Authors
Abstract(s)
O presente relatório pretende espelhar o percurso formativo da mestranda no decorrer da Prática Educativa Supervisionada, em contexto de Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Este documento evidencia-se basilar na identidade pessoal e profissional da futura docente, já que se constituiu como um espaço de construção do saber pensar e agir nos ambientes de ação, de forma contextualizada, crítica, indagadora e reflexiva.
Os pressupostos teóricos e legais nortearam as práticas, estabelecendo uma articulação entre as caraterísticas dos dois contextos educativos e mobilizando conhecimentos científicos, pedagógicos e didáticos. Salienta-se a importância concebida nesta interseção, que emergiu de uma aproximação à Metodologia de Investigação-Ação, uma vez que permitiu o desenvolvimento de práticas educativas refletidas, a partir de uma observação sistemática dos contextos educativos. A ação pedagógica desenvolvida seguiu a Metodologia de Trabalho de Projeto, tendo sido constantemente orientada por um paradigma humanista e socio construtivista, onde a criança desempenhou um papel ativo e participativo no seu processo de ensino e de aprendizagem.
Além disso, este documento traduz o trabalho colaborativo e de coadjuvação entre os intervenientes do processo educativo, num clima de negociação, democracia, aceitação e confiança, que se constituíram essenciais na construção das aprendizagens, competências, crenças e valores. O perfil duplo da futura docente permitirá, de forma contextualizada e integrada, articular e dar continuidade ao processo educativo da criança, formando cidadãos ativos para viverem em sociedade.
This internship report aims to mirror the development process of the master's student during the Supervised Educational Practice in the context of Pre-School Education and 1st Cycle of Basic Education. This document evidence is basilar on the personal and professional development of the future teacher, since it is a space for the construction of knowing how to think and act in the educational environment, in a contextualized, critical, inquiring way as well as reflective. The theoretical and legal assumptions guided the practices, establishing an articulation between the characteristics of the two educational contexts and mobilizing scientific, pedagogical and didactic knowledge. The importance conceived in this intersection is highlighted, which emerged from an approximation to the Research-Action Methodology, since it allowed the development of educational practices reflected, based on a systematic observation of educational contexts. The pedagogical action developed followed the Project Work Methodology whilst being constantly guided by a humanist and socio-constructivist paradigm, where the child played an active and participatory role in their teaching and learning process. Furthermore, this document translates the collaborative and supportive work between all the actors in the educational process in an atmosphere of negotiation, democracy, acceptance and trust, that were essential in the construction of learnings, competences, beliefs and values. The dual profile of the future teacher will allow, in a contextualized and integrated way, articulating and continuing the child's educational process, forming active citizens to live in society.
This internship report aims to mirror the development process of the master's student during the Supervised Educational Practice in the context of Pre-School Education and 1st Cycle of Basic Education. This document evidence is basilar on the personal and professional development of the future teacher, since it is a space for the construction of knowing how to think and act in the educational environment, in a contextualized, critical, inquiring way as well as reflective. The theoretical and legal assumptions guided the practices, establishing an articulation between the characteristics of the two educational contexts and mobilizing scientific, pedagogical and didactic knowledge. The importance conceived in this intersection is highlighted, which emerged from an approximation to the Research-Action Methodology, since it allowed the development of educational practices reflected, based on a systematic observation of educational contexts. The pedagogical action developed followed the Project Work Methodology whilst being constantly guided by a humanist and socio-constructivist paradigm, where the child played an active and participatory role in their teaching and learning process. Furthermore, this document translates the collaborative and supportive work between all the actors in the educational process in an atmosphere of negotiation, democracy, acceptance and trust, that were essential in the construction of learnings, competences, beliefs and values. The dual profile of the future teacher will allow, in a contextualized and integrated way, articulating and continuing the child's educational process, forming active citizens to live in society.
Description
Keywords
Formação inicial docente perfil duplo Metodologia de investigação-ação Docente reflexivo Metodologia de Trabalho de Projeto Initial teacher training double profile Research-action methodology Reflective teacher Project Work Methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação