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Abstract(s)
No âmbito das Unidades Curriculares de Prática Pedagógica Supervisionada (PPS)
na Educação Pré-Escolar e no 1º Ciclo do Ensino Básico (CEB), integradas no Mestrado
em Educação Pré-Escolar e Ensino do 1º CEB, emerge o presente relatório, que surge
como uma reflexão sobre o período de observação, cooperação e intervenção nos dois
contextos supramencionados. No presente documento, intitulado por Relatório de Estágio
de Qualificação Profissional, exploram-se, portanto, os momentos-chave da PPS,
aprofundando-se as competências desenvolvidas pela mestranda, atendendo às
potencialidades, fragilidades e constrangimentos emergidos ao longo deste percurso.
O contacto com a futura realidade profissional favoreceu o desenvolvimento de
competências assentes numa postura indagadora e reflexiva, levando à adoção de um
processo de observação objetivo e conciso; à construção de planificações
potencializadoras da integração e articulação curricular, dando voz aos reais interesses,
necessidades e aptidões dos alunos; ao desenvolvimento de ações suficientemente
flexíveis e abertas às evidências; à aposta numa avaliação individualizada dos alunos,
permitindo uma adequação da ação aos mesmos, fomentando-se uma diferenciação
pedagógica, a partir das conceções inerentes ao socioconstrutivismo; à criação de
momentos de articulação entre os diferentes níveis de educação.
Desenvolveu-se, assim, as diferentes fases do ciclo de investigação-ação,
ressalvando-se o contributo destas e dos diferentes atores, numa perspetiva assente na
colaboração e na colegialidade, para a formação de crianças responsáveis, seguras de
si, proativas, por meio da aprendizagem cooperativa, recheada de descobertas,
problematização e debate, aliada à paixão pelo mundo da educação.
In the Framework of curriculum units of pedagogic practice supervised (PPS) on pré-school and Primary (CEB), integrate on Master’s degree of pré-school education and Primary 1st CEB, arises this report as a reflection on the observation period, co-operation and intervention on the two above contexts. On this document, entitled Professional Qualification trainee report, we explore the PPS key-moments, going through the graduate student competences, having into consideration the potentialities, fragilities and constraints appeared during this course. The contact with the future professional reality help the development of competences based on inquisitive and reflexive attitude leading to adoption of a objective and concise process; The construction of planning’s potentiating the curricular integration and articulation, favoring the students real interests, needs and capacities; to the development of flexible and open actions evidences; giving preference to an individually student evolution, allowing an action suitability, promoting a pedagogical differentiation, from the interest concessions of the social constructivism; to create articulation moments between the different education levels. Like this, were developed different cycle phases of investigation- action, to secure the contribute of these and of different performers, based on collaboration and collegialities, to formation of responsible children, sure of themselves, pro-actives, by mean of cooperative learning, discoveries, empty of questioning and debate allied to world education passion.
In the Framework of curriculum units of pedagogic practice supervised (PPS) on pré-school and Primary (CEB), integrate on Master’s degree of pré-school education and Primary 1st CEB, arises this report as a reflection on the observation period, co-operation and intervention on the two above contexts. On this document, entitled Professional Qualification trainee report, we explore the PPS key-moments, going through the graduate student competences, having into consideration the potentialities, fragilities and constraints appeared during this course. The contact with the future professional reality help the development of competences based on inquisitive and reflexive attitude leading to adoption of a objective and concise process; The construction of planning’s potentiating the curricular integration and articulation, favoring the students real interests, needs and capacities; to the development of flexible and open actions evidences; giving preference to an individually student evolution, allowing an action suitability, promoting a pedagogical differentiation, from the interest concessions of the social constructivism; to create articulation moments between the different education levels. Like this, were developed different cycle phases of investigation- action, to secure the contribute of these and of different performers, based on collaboration and collegialities, to formation of responsible children, sure of themselves, pro-actives, by mean of cooperative learning, discoveries, empty of questioning and debate allied to world education passion.
Description
Keywords
Educação Socioconstrutivismo Colegialidade Identidade profissional Investigação-ação Education Social constructivism Collegiality Professional identities Investigation-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação