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Abstract(s)
O presente Relatório de Estágio emerge no âmbito da Unidade Curricular da Prática Educativa Supervisionada, contemplada no plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, para a obtenção do grau de Mestre. Este documento pretende expor, de forma crítica, fundamentada e reflexiva, todo o processo desenvolvido no decorrer dos estágios profissionalizantes realizados na valência de 1º Ciclo do Ensino Básico e Educação Pré-escolar.
Os pressupostos teóricos e legais apresentados em articulação com as necessidades e interesses das crianças e do contexto educativo, orientaram a construção de práticas educativas que fossem contextualizadas e significativas. Baseada nesta articulação e nas etapas da metodologia de investigação-ação, com integração dos diferentes processos: observação, planificação, ação, reflexão e avaliação, foi possível a construção de práticas transformadoras e de uma identidade profissional docente em ambos os níveis educativos.
Face ao exposto, evidencia- se a perspetiva da conceção da criança como sujeito ativo na construção das suas aprendizagens e como centro do processo educativo. Assim, desenvolveu-se um conjunto de práticas pedagógicas assentes numa pedagogia socioconstrutivista, com vista à construção de um ambiente promotor de aprendizagens significativas, numa perspetiva holística e integral. Para além do mencionado, destaca-se o facto do percurso realizado ao longo da Prática Educativa Supervisionada ter permitido a construção da identidade profissional docente, através da reflexão sobre, na e para ação e, ainda, o desenvolvimento de competências, profissionais, pessoais e sociais para a habilitação da prática docente com perfil duplo.
This Internship Report emerges within the scope of the Curricular Unit of Supervised Educational Practice, included in the study plan for the 2nd year of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, to obtain the master’s degree. This document intends to expose, in a critical, grounded and reflective way, the entire process developed during the professional internships carried out in the 1st Cycle of Basic Education and Pre-School Education. The theoretical and legal assumptions presented in conjunction with the needs and interests of children and the educational context, guided the construction of educational practices that were contextualized and meaningful. Based on this articulation and on the steps of the research-action methodology, with the integration of different processes: observation, planning, action, reflection and evaluation, it was possible to build transformative practices and a professional teaching identity at both educational levels. Therefore, the perspective of the conception of the child as an active subject in the construction of their learning and as the center of the educational process is evident. For that reason, a set of pedagogical practices based on a socio-constructivist pedagogy was developed, with a view to building an environment that promotes meaningful learning, in a holistic and integral perspective. As weel, the fact that the course carried out throughout the Supervised Educational Practice has allowed the construction of the teacher's professional identity, through reflection about, in and for action and also the development of skills, professional, personal and social programs for enabling dual-profile teaching practice.
This Internship Report emerges within the scope of the Curricular Unit of Supervised Educational Practice, included in the study plan for the 2nd year of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, to obtain the master’s degree. This document intends to expose, in a critical, grounded and reflective way, the entire process developed during the professional internships carried out in the 1st Cycle of Basic Education and Pre-School Education. The theoretical and legal assumptions presented in conjunction with the needs and interests of children and the educational context, guided the construction of educational practices that were contextualized and meaningful. Based on this articulation and on the steps of the research-action methodology, with the integration of different processes: observation, planning, action, reflection and evaluation, it was possible to build transformative practices and a professional teaching identity at both educational levels. Therefore, the perspective of the conception of the child as an active subject in the construction of their learning and as the center of the educational process is evident. For that reason, a set of pedagogical practices based on a socio-constructivist pedagogy was developed, with a view to building an environment that promotes meaningful learning, in a holistic and integral perspective. As weel, the fact that the course carried out throughout the Supervised Educational Practice has allowed the construction of the teacher's professional identity, through reflection about, in and for action and also the development of skills, professional, personal and social programs for enabling dual-profile teaching practice.
Description
Keywords
Criança Investigação-ação Reflexão Desenvolvimento profissional Perfil duplo Child Action research Reflection Professional development Double profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação