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Advisor(s)
Abstract(s)
O presente relatório de estágio espelha o processo de desenvolvimento e
aprendizagem profissional no decorrer da Unidade Curricular de Prática
Educativa Supervisionada, desenvolvida nos contextos de estágio de Educação
Pré-Escolar e do 1.º Ciclo do Ensino Básico.
Ao longo da prática educativa mobilizaram-se saberes científicos,
pedagógicos, didáticos, culturais e de investigação, que sustentaram uma
prática contextualizada e significativa. O desenvolvimento de saberes
profissionais foi construído através da adoção da metodologia de investigaçãoação,
apoiado nos processos cíclicos de observação, planificação, ação, reflexão
e avaliação. Com esta metodologia, os momentos de observação e reflexão,
individual ou com outros sujeitos do processo de formação, possibilitaram o
desenvolvimento de uma prática intencional, articulada e significativa.
Neste âmbito, defendeu-se uma práxis de participação, posicionando a
criança no centro do processo de ensino e de aprendizagem como construtora
do seu conhecimento. Assim, foram considerados os seus interesses,
necessidades e conhecimentos prévios, para potenciar uma aprendizagem
significativa e ativa, valorizando-se o socio construtivismo para o
desenvolvimento holístico da criança.
Conclusivamente, todo o ciclo de estudos e as vivências da prática educativa
proporcionaram a construção de um perfil profissional duplo, através do
desenvolvimento de competências profissionais e pessoais.
This internship report reflects the process of professional development and learning in the Course of Supervised Educational Practice, developed in the contexts of pre-school education stage and the 1st cycle of Basic Education. Throughout the educational practice, scientific, pedagogical, didactic, cultural and research knowledges have been mobilized, supporting a meaningful practice. The development of professional knowledge was built by adopting the action-research methodology, sustained by the cyclical processes of observation, planning, action, reflection and evaluation. With this methodology, the observation and reflection moments, individually or with other subjects of the training process, enabled the development of a purposeful, articulated and significant practice. In this context, a praxis of participation was defended, positioning the child at the center of the teaching and learning process as a constructor of his knowledge. Therefore, his/her interests, needs and previous knowledge have been considered, in order to promote a meaningful and active learning, valuing socio-constructivism for the holistic development of the child. In fact, the whole cycle of studies and the experiences of the educational practice provided the construction of a double professional profile, through the development of professional and personal competences.
This internship report reflects the process of professional development and learning in the Course of Supervised Educational Practice, developed in the contexts of pre-school education stage and the 1st cycle of Basic Education. Throughout the educational practice, scientific, pedagogical, didactic, cultural and research knowledges have been mobilized, supporting a meaningful practice. The development of professional knowledge was built by adopting the action-research methodology, sustained by the cyclical processes of observation, planning, action, reflection and evaluation. With this methodology, the observation and reflection moments, individually or with other subjects of the training process, enabled the development of a purposeful, articulated and significant practice. In this context, a praxis of participation was defended, positioning the child at the center of the teaching and learning process as a constructor of his knowledge. Therefore, his/her interests, needs and previous knowledge have been considered, in order to promote a meaningful and active learning, valuing socio-constructivism for the holistic development of the child. In fact, the whole cycle of studies and the experiences of the educational practice provided the construction of a double professional profile, through the development of professional and personal competences.
Description
Keywords
Criança Educação Prática educativa Paradigma socio construtivista Metodologia de investigação-ação Child Education Educational Practice Socio-constructive paradigm Investigation-action methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação