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Advisor(s)
Abstract(s)
O presente relatório de estágio está inserido no âmbito da unidade
curricular Prática Educativa Supervisionada em Educação Pré-Escolar e no 1º
Ciclo do Ensino Básico, integradas no 2º ano do Mestrado em Educação Pré-
Escolar e Ensino do 1ºCiclo do Ensino Básico. O Mestrado confere habilitação
profissional para a docência de duplo perfil - educador de infância e professor
do 1º Ciclo do Ensino Básico.
Ao longo das práticas educativas, apoiadas no paradigma
socioconstrutivista, desenvolveram-se inúmeras aprendizagens, através das
capacidades desenvolvidas pela observação, planificação, ação, reflexão e
avaliação, etapas que enformam a metodologia de investigação-ação. Essas
aprendizagens permitiram estar mais atenta às especificidades de cada criança
e do grupo, a fim de responder com atividades que proporcionassem
momentos prazerosos e criativos, construindo o conhecimento.
Neste sentido, se expressam as ações educativas de todo o percurso
formativo, aliando saberes teóricos com a prática, desenvolvendo capacidades
e atitudes investigativas e reflexivas. É de salientar, que em ambos os estágios
foi possível realizar um trabalho colaborativo entre a díade, crianças, docentes
e supervisoras institucionais, contribuindo para a qualidade educativa e como
um veículo importante de formação.
This report is inserted under the course Educational Practice Supervised in pre-school education and 1st cycle of basic education, integrated in the 2nd year of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education. The Master's degree provides professional qualification for doubleprofile teaching - childhood educator and teacher of the 1st Cycle of Basic Education. Throughout the educational practices, supported in the socioconstrutivist paradigm, numerous learning were developed, through the capacities developed by observation, planning, action, reflection and evaluation, steps that conform the research-action methodology. These learnings allowed us to be more attentive to the specifics of each child and the group, in order to respond with activities that provided pleasant and creative moments, building knowledge. In this sense, the educational actions of the whole formative course are expressed, combining theoretical knowledge with practice, developing capacities and investigative and reflexive attitudes. It should be noted that in both stages it was possible to carry out a collaborative work between the dyad, children, teachers and institutional supervisors, contributing to the quality of education and as an important vehicle for training
This report is inserted under the course Educational Practice Supervised in pre-school education and 1st cycle of basic education, integrated in the 2nd year of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education. The Master's degree provides professional qualification for doubleprofile teaching - childhood educator and teacher of the 1st Cycle of Basic Education. Throughout the educational practices, supported in the socioconstrutivist paradigm, numerous learning were developed, through the capacities developed by observation, planning, action, reflection and evaluation, steps that conform the research-action methodology. These learnings allowed us to be more attentive to the specifics of each child and the group, in order to respond with activities that provided pleasant and creative moments, building knowledge. In this sense, the educational actions of the whole formative course are expressed, combining theoretical knowledge with practice, developing capacities and investigative and reflexive attitudes. It should be noted that in both stages it was possible to carry out a collaborative work between the dyad, children, teachers and institutional supervisors, contributing to the quality of education and as an important vehicle for training
Description
Keywords
Crianças Investigação-ação Trabalho colaborativo Desenvolvimento profissional e pessoal Action research Collaborative work Professional and personal development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação