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Relatório de estágio de Rafaela da Silva Gaspar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.61 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio, desenvolvido no âmbito da Prática Educativa Supervisionada, integrada no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico na Escola Superior de Educação do Porto, permite a profissionalização para um perfil duplo docente. Assente na utilização da Metodologia de Investigação-Ação, este trabalho procurou articular a teoria e prática de forma contínua e reflexiva, através do paradigma socioconstrutivista que valoriza a criança/aluno como sujeito ativo na construção do conhecimento. Ao longo da intervenção pedagógica em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, foram promovidas práticas educativas intencionais e contextualizadas, tendo por base a intencionalidade pedagógica na promoção de aprendizagens significativas e no desenvolvimento holístico da criança/aluno. As práticas educativas implementadas foram sustentadas em referenciais legais, documentos estruturantes e orientadores quer do 1.º Ciclo do Ensino Básico quer da Educação Pré-escolar. Simultaneamente, procurou-se estabelecer uma ligação próxima com a comunidade educativa e as famílias, reconhecendo o seu papel essencial na educação integral da criança/aluno. Este percurso formativo foi marcado por uma postura reflexiva e crítica, permitindo consolidar a identidade profissional através da análise sistemática da prática, da tomada de decisões fundamentadas e da capacidade de adaptação às realidades educativas. A metodologia ativa da Aprendizagem Cooperativa desenvolvida com o par pedagógico, orientadoras cooperantes e supervisoras institucionais revelou-se essencial para a construção de uma prática partilhada e coerente com os princípios da educação inclusiva e de qualidade, baseada na cidadania e participação, direitos fundamentais de cada criança/aluno em formação.
This internship report, developed within the scope of the Supervised Educational Practice included in the Master's Degree in Pre-school Education and Primary Education at the School of Education of Porto, aims at the professional qualification for a dual teaching profile. Grounded in the Action-Research Methodology, this work intended to continuously and reflectively bridge theory and practice, through a socioconstructivist paradigm that values the child/pupil as an active subject in the construction of knowledge. Throughout the pedagogical intervention in both Pre-school and Primary Education settings, intentional and contextualised educational practices were promoted, based on pedagogical intentionality aimed at fostering meaningful learning and the holistic development of the child/pupil. The implemented practices were supported by legal frameworks and guiding documents relevant to both educational levels. At the same time, efforts were made to establish close collaboration with the educational community and families, recognising their essential role in the integral education of the child/pupil. This training path was marked by a reflective and critical stance, enabling the consolidation of professional identity through systematic analysis of practice, informed decision-making, and the ability to adapt to diverse educational contexts. The active methodology of Cooperative Learning, developed in collaboration with the pedagogical partner, cooperating teachers, and institutional supervisors, proved essential for the construction of a shared practice aligned with the principles of inclusive and quality education, based on citizenship, participation, and the fundamental rights of every child/pupil in formation.
This internship report, developed within the scope of the Supervised Educational Practice included in the Master's Degree in Pre-school Education and Primary Education at the School of Education of Porto, aims at the professional qualification for a dual teaching profile. Grounded in the Action-Research Methodology, this work intended to continuously and reflectively bridge theory and practice, through a socioconstructivist paradigm that values the child/pupil as an active subject in the construction of knowledge. Throughout the pedagogical intervention in both Pre-school and Primary Education settings, intentional and contextualised educational practices were promoted, based on pedagogical intentionality aimed at fostering meaningful learning and the holistic development of the child/pupil. The implemented practices were supported by legal frameworks and guiding documents relevant to both educational levels. At the same time, efforts were made to establish close collaboration with the educational community and families, recognising their essential role in the integral education of the child/pupil. This training path was marked by a reflective and critical stance, enabling the consolidation of professional identity through systematic analysis of practice, informed decision-making, and the ability to adapt to diverse educational contexts. The active methodology of Cooperative Learning, developed in collaboration with the pedagogical partner, cooperating teachers, and institutional supervisors, proved essential for the construction of a shared practice aligned with the principles of inclusive and quality education, based on citizenship, participation, and the fundamental rights of every child/pupil in formation.
Description
Keywords
Prática educativa supervisionada Intencionalidade pedagógica Desenvolvimento holístico Aprendizagem cooperativa Supervised educational practice Pedagogical intentionality Holistic development Cooperative learning
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CC License
Without CC licence