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Authors
Abstract(s)
O presente relatório é referente à Prática Educativa Supervisionada, contemplada no plano de
estudos do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na
Escola Superior de Educação do Porto, que permite a profissionalização para um perfil duplo
docente, concedendo o grau de mestre. Neste sentido, a colaboração foi um dos fatores importantes
ao longo da PES, tendo em conta a construção do perfil duplo docente, que habilita para a prática
educativa nas duas valências.
A elaboração deste documento possibilitou um enriquecimento do quadro conceptual teórico legal que
contribuiu para o desenvolvimento de uma prática educativa com mais significativa e reflexiva,
através da mobilização dos saberes adquiridos.
É de salientar a utilização da Metodologia de Investigação-Ação como fundamental ao longo da PES
pelas suas fases cíclicas e dinâmicas, que implicavam a observação, planificação, ação, reflexão,
divulgação e avaliação. Estas metodologia possibilitou o desenvolvimento de uma prática educativa
reflexiva, mais contextualizada e significativa para as crianças, permitindo responder aos seus
interesses e necessidades, promovendo o seu desenvolvimento holístico.
As ações desenvolvidas em ambos os contextos educativos baseiam-se numa promoção de aprendizagens
significativas, numa abordagem construtivista, em que a criança é o centro de toda a ação. Portanto,
a criança é e deve ser o ator principal e um individuo ativo durante todo o processo de
aprendizagem.
Assim, este percurso formativo permitiu a construção e desenvolvimento de aprendizagens e
competências para a docência na Educação Pré-Escolar e para o Ensino do 1.º Ciclo do Ensino Básico.
This report refers to Supervised Educational Practice, included in the study plan for the 2nd year of the Master's Degree in Pre-School Education and Primary School Teaching, atthe Porto School of Education, which allows professionalization for a dual teaching profile, granting a master's degree. ln this sense, collaboration was one of the important factors throughout the Supervised Educational Practice, taking into account the construction of the dual teacher profile, which qualifies for educational practice in both areas. Drawing up this document made it possible to enrich the theoretical-legal conceptual framework, which contributed to the development of a more meaningful and reflective educational practice, through the mobilization of acquired knowledge. lt is worth highlighting the use of the Action Research Methodology as fundamental throughout the Supervised Educational Practice, due to its cyclical and dynamic phases, which involved observation, planning, action, reflection, dissemination and evaluation. This methodology made it possible to develop a reflective educational practice that was more contextualized and meaningful for the children, allowing us to respond to their interests and needs, promoting their holistic development. The actions developed in both educational contexts are based on promoting meaningful learning, in a constructivist approach, in which the child is the center of all action. Therefore, the child is and should be the main actor and an active individual throughout the learning process. Thus, this training course has allowed me to build and develop learning and teaching skills in Pre School Education and Primary School Teaching.
This report refers to Supervised Educational Practice, included in the study plan for the 2nd year of the Master's Degree in Pre-School Education and Primary School Teaching, atthe Porto School of Education, which allows professionalization for a dual teaching profile, granting a master's degree. ln this sense, collaboration was one of the important factors throughout the Supervised Educational Practice, taking into account the construction of the dual teacher profile, which qualifies for educational practice in both areas. Drawing up this document made it possible to enrich the theoretical-legal conceptual framework, which contributed to the development of a more meaningful and reflective educational practice, through the mobilization of acquired knowledge. lt is worth highlighting the use of the Action Research Methodology as fundamental throughout the Supervised Educational Practice, due to its cyclical and dynamic phases, which involved observation, planning, action, reflection, dissemination and evaluation. This methodology made it possible to develop a reflective educational practice that was more contextualized and meaningful for the children, allowing us to respond to their interests and needs, promoting their holistic development. The actions developed in both educational contexts are based on promoting meaningful learning, in a constructivist approach, in which the child is the center of all action. Therefore, the child is and should be the main actor and an active individual throughout the learning process. Thus, this training course has allowed me to build and develop learning and teaching skills in Pre School Education and Primary School Teaching.
Description
Keywords
Prática educativa supervisionada Metodologia de Investigação-ação Construtivismo Trabalho colaborativo Supervised educational practice Action research methodology Constructivism Collaborative work.
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação