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Abstract(s)
O presente relatório de estágio irá contemplar todo o percurso realizado com base na Unidade Curricular da Prática Educativa Supervisionada (PES), pertencente ao plano de estudos do 2º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (1º CEB), na Escola Superior de Educação do Porto, após a obtenção do grau de mestre, que habilita ao perfil de duplo docente, tal como é referido no Decreto-Lei nº79/2014, de 14 de maio.
Em consonância com estes pressupostos, é ainda de realçar a importância dos referenciais teóricos e normativos no que diz respeito à adoção de uma postura indagadora e uma atitude ética perante o desenvolvimento das práticas educativas em ambos os contextos, tendo por base conhecimento científico e pedagógico. No que diz respeito ainda à postura, é importante ter consciência de que a mesma deve ser reflexiva e crítica, estando sempre predisposta a mudanças.
Tendo em conta os aspetos já mencionados, a mestranda destaca ainda a valorização de todas as etapas da metodologia de Investigação-Ação (I-A) que permitiram a sistemática observação dos interesses, necessidades e sugestões das crianças, com o objetivo de planificações inclusivas, capazes de promover práticas significativas com um desenvolvimento abrangente a todos os alunos. Neste âmbito, é essencial evidenciar a existência de um enorme trabalho colaborativo na relação com a díade, com as professoras cooperantes e as professoras orientadoras da ESE (Supervisoras) e por último, mas não menos importante com todas as crianças, que contribuíram para o desenvolvimento de práticas educativas adequadas.
The following internship report will cover the entire course carried out based on the Supervised Educational Practice Curricular Unit, which is part of the study plan for the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the Porto School of Education, after obtaining the master's degree, as stated in Decree-Law no. 79/2014, of 14 May. In this regard, it is also important to emphasize the importance of theoretical and normative references in terms of adopting an inquisitive attitude and an ethical attitude towards the development of educational practices in both contexts, based on scientific and pedagogical knowledge. As far as posture is concerned, it is important to be aware that it must be reflective and critical, and always predisposed to any changes. Taking into account the aspects already mentioned, the master's student also highlights the value of all the stages of the Action Research (AR) methodology, which allowed for the systematic observation of children's interests, needs and suggestions, with the aim of inclusive planning, capable of promoting meaningful practices with comprehensive development for all students. In this context, it is essential to highlight the existence of a huge amount of collaborative work in the relationship with the dyad, with the cooperating teachers and the ESE supervising teachers (Supervisors) and last but not least with all the children, who contributed to the development of appropriate educational practices.
The following internship report will cover the entire course carried out based on the Supervised Educational Practice Curricular Unit, which is part of the study plan for the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the Porto School of Education, after obtaining the master's degree, as stated in Decree-Law no. 79/2014, of 14 May. In this regard, it is also important to emphasize the importance of theoretical and normative references in terms of adopting an inquisitive attitude and an ethical attitude towards the development of educational practices in both contexts, based on scientific and pedagogical knowledge. As far as posture is concerned, it is important to be aware that it must be reflective and critical, and always predisposed to any changes. Taking into account the aspects already mentioned, the master's student also highlights the value of all the stages of the Action Research (AR) methodology, which allowed for the systematic observation of children's interests, needs and suggestions, with the aim of inclusive planning, capable of promoting meaningful practices with comprehensive development for all students. In this context, it is essential to highlight the existence of a huge amount of collaborative work in the relationship with the dyad, with the cooperating teachers and the ESE supervising teachers (Supervisors) and last but not least with all the children, who contributed to the development of appropriate educational practices.
Description
Keywords
Prática educativa supervisionada Criança Aprendizagem Trabalho colaborativo Supervised educational practice Child Learning Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação