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Authors
Abstract(s)
O presente relatório de estágio surge no âmbito da Prática Educativa Supervisionada, inserida no
plano de estudos do 2º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico,
para obtenção do grau de mestre. Este documento, que foi elaborado ao longo do ano letivo, retrata o
percurso da mestranda na sua formação inicial, rumo a um perfil duplo de docente através da coconstrução
de saberes com o par pedagógico, o professor e a educadora cooperantes e as supervisoras institucionais.
Neste âmbito - e defensora de um paradigma socio construtivista - a mestranda baseou a sua
ação na demonstração de apreço e atenção pelas diferentes linguagens da criança, possibilitando a sua
participação plena no processo de aprendizagem. Neste sentido, para a promoção de atividades
significativas e contextualizadas que favorecessem o desenvolvimento holístico das crianças, a
mestranda fundamentou-se em pressupostos teóricos, didático-pedagógicos e legais, que sustentaram a
prática.
Tendo em vista a melhoria da sua prática pedagógica, a mestranda desenvolveu a sua capacidade
reflexiva, baseando-se na metodologia de Investigação-Ação, caracterizada por ciclos dinâmicos dos
processos de observação, planificação, ação e reflexão, que permitiram adequar a ação às características
e necessidades das crianças nos diferentes contextos educativos, sendo possível a criação de uma prática
inclusiva e equitativa.
Resultantes de um trabalho cooperativo e colaborativo entre os diferentes atores educativos,
surgiram dois projetos de intervenção, um no contexto de 1ºCEB e outro em contexto de Educação Pré-
Escolar, ambos baseados na Metodologia Trabalho por Projeto, respeitando as várias fases.
This internship report is part of the Supervised Educational Practice, included in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary School Teaching, for obtaining the master's degree. This document, which was prepared throughout the school year, portrays the master's student's journey in her initial training towards a dual profile of a teacher through the coconstruction of knowledge with the pedagogical pair, the cooperating teacher and educator, and the institutional supervisors. In this context - and defender of a social constructivist paradigm - the student based her action on showing appreciation and attention to the different languages of the child, enabling their full participation in the learning process. In this sense, for the promotion of significant and contextualized activities that favored the holistic development of children, the student was based on theoretical, didactic-pedagogical and legal assumptions that supported her practice. To improve her teaching practice, the student developed her reflective capacity, based on the Action-Research methodology, categorized by dynamic cycles of observation, planning, action and reflection processes, which allowed adapting the action to the characteristics and needs of children in different educational contexts, making it possible to create an inclusive and equitable practice. Resulting from a cooperative and collaborative work between the different educational actors, two intervention projects emerged, one in the context of Primary School and another in the context of Pre- School Education, both based on the Project Work Methodology, respecting the various phases.
This internship report is part of the Supervised Educational Practice, included in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary School Teaching, for obtaining the master's degree. This document, which was prepared throughout the school year, portrays the master's student's journey in her initial training towards a dual profile of a teacher through the coconstruction of knowledge with the pedagogical pair, the cooperating teacher and educator, and the institutional supervisors. In this context - and defender of a social constructivist paradigm - the student based her action on showing appreciation and attention to the different languages of the child, enabling their full participation in the learning process. In this sense, for the promotion of significant and contextualized activities that favored the holistic development of children, the student was based on theoretical, didactic-pedagogical and legal assumptions that supported her practice. To improve her teaching practice, the student developed her reflective capacity, based on the Action-Research methodology, categorized by dynamic cycles of observation, planning, action and reflection processes, which allowed adapting the action to the characteristics and needs of children in different educational contexts, making it possible to create an inclusive and equitable practice. Resulting from a cooperative and collaborative work between the different educational actors, two intervention projects emerged, one in the context of Primary School and another in the context of Pre- School Education, both based on the Project Work Methodology, respecting the various phases.
Description
Keywords
Socio construtivismo Pedagogia da Escuta Inclusão Investigação-ação Metodologia trabalho por projeto Social constructivism Listening pedagogy Inclusion Action-research Project Work Methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação