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Relatório de Estágio de Bruna Filipa da Rocha Rodrigues
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.8 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Estágio surge no âmbito da Unidade Curricular Prática Educativa Supervisionada, integrada no 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, constituindo um documento de referência no percurso formativo da mestranda, que conduz à titularidade conjunta de habilitação profissional para a docência como educadora de infância e professora do 1.º Ciclo do Ensino Básico. O Relatório de Estágio tem como propósito a descrição e a análise do percurso realizado pela mestranda, incidindo na relevância da articulação entre os saberes científicos, pedagógicos e didáticos e os referenciais teóricos e legais para a construção de uma práxis pedagógica comprometida com os fundamentos e os princípios inerentes a cada valência educativa. Por esse motivo, releva-se o processo em espiral de observação, planificação, ação e reflexão da metodologia de Investigação-Ação, o qual proporcionou a construção de um perfil crítico e reflexivo, orientado para uma prática educativa com intencionalidade pedagógica, inovadora, inclusiva e transformadora. Neste sentido, enaltece-se o contributo do Movimento da Escola Moderna, da Aprendizagem Cooperativa e da Aprendizagem por Projetos para a conceção da criança como centro do processo educativo, com um papel ativo na construção do conhecimento. Enfatiza-se, de igual modo, a relevância do trabalho cooperativo entre o par pedagógico, as crianças, as orientadoras cooperantes, as supervisoras institucionais e a comunidade educativa, promotor de um olhar crítico e reflexivo sobre a ação educativa. Para terminar, reconhece-se que este percurso formativo contribuiu pessoal e profissionalmente para a construção da identidade profissional docente
This Internship Report is part of the Supervised Educational Practice Course, included in the 2nd year of the Master's Degree in Preschool Education and Primary School Teaching, and constitutes a reference document in the master's student's training path, leading to joint professional qualification for teaching as a kindergarten teacher and primary school teacher. The purpose of the Internship Report is to describe and analyze the path taken by the master's student, focusing on the relevance of the articulation between scientific, pedagogical, and didactic knowledge and the theoretical and legal references for the construction of a pedagogical praxis committed to the fundamentals and principles inherent to each educational field. For this reason, the spiral process of observation, planning, action, and reflection of the Action Research methodology is highlighted, which enabled the construction of a critical and reflective profile, oriented towards educational practice with pedagogical, innovative, inclusive, and transformative intentionality. In this regard, we highlight the contribution of the Modern School Movement, Cooperative Learning, and Project Based Learning to the concept of the child as the center of the educational process, with an active role in the construction of knowledge. Similarly, emphasis is placed on the importance of cooperative work between teaching pairs, children, cooperative advisors, institutional supervisors, and the educational community, promoting a critical and reflective view of educational activities. Finally, it is recognized that this training course contributed personally and professionally to the construction of professional teaching identity. Keywords:
This Internship Report is part of the Supervised Educational Practice Course, included in the 2nd year of the Master's Degree in Preschool Education and Primary School Teaching, and constitutes a reference document in the master's student's training path, leading to joint professional qualification for teaching as a kindergarten teacher and primary school teacher. The purpose of the Internship Report is to describe and analyze the path taken by the master's student, focusing on the relevance of the articulation between scientific, pedagogical, and didactic knowledge and the theoretical and legal references for the construction of a pedagogical praxis committed to the fundamentals and principles inherent to each educational field. For this reason, the spiral process of observation, planning, action, and reflection of the Action Research methodology is highlighted, which enabled the construction of a critical and reflective profile, oriented towards educational practice with pedagogical, innovative, inclusive, and transformative intentionality. In this regard, we highlight the contribution of the Modern School Movement, Cooperative Learning, and Project Based Learning to the concept of the child as the center of the educational process, with an active role in the construction of knowledge. Similarly, emphasis is placed on the importance of cooperative work between teaching pairs, children, cooperative advisors, institutional supervisors, and the educational community, promoting a critical and reflective view of educational activities. Finally, it is recognized that this training course contributed personally and professionally to the construction of professional teaching identity. Keywords:
Description
Keywords
Aprendizagem por projetos Aprendizagem cooperativa 1.º Ciclo do Ensino Básico Educação Pré-escolar Project based learning Cooperative learning Primary school teaching Preschool education
Pedagogical Context
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CC License
Without CC licence