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Abstract(s)
O presente relatório de estágio, surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, na Escola Superior de Educação do Instituto Politécnico do Porto. Para além disso, é com a sua elaboração e posterior defesa que culmina o ciclo de estudos para obtenção do grau de Mestre, e assim iniciar-se uma nova etapa, no mercado de trabalho, a fazer aquilo que realmente gosto.
O presente documento evidencia a articulação entre a teoria e a prática, assim como a postura reflexiva e investigativa, característica da docência, facilitadora do processo de ensino e aprendizagem. Nele estão descritas, fundamentadas e refletidas as práticas educativas nos contextos de Educação Pré-Escolar, numa sala com idades heterogéneas, e 1º Ciclo do Ensino Básico, numa turma do 1º ano de escolaridade.
Durante a Prática Educativa foi adotava a metodologia de Investigação-Ação e o Método de Trabalho por Projeto, sendo que em cada contexto foi criado um projeto distinto. As atividades desenvolvidas ao longo de cada um tiveram como base não só nos documentos orientadores tanto para a Educação Pré-Escolar como para o 1º Ciclo do Ensino Básico, mas também as características do grupo e de cada criança, nomeadamente os seus interesses e necessidades. Foi ainda tida em conta a necessidade de levar a cabo práticas intencionais, inclusivas e significativas para criança, sempre sem esquecer que esta deve assumir um papel ativo na construção do seu conhecimento, processo no qual o docente assume um papel de mediador da aprendizagem e desenvolvimento.
This internship report is part of the Curricular Unit of Supervised Teaching Practice, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Porto. In addition, it is with its elaboration and subsequent defense that the cycle of studies to obtain the Master's degree culminates, and thus begins a new stage, in the job market, doing what I really like. This document highlights the articulation between theory and practice, as well as the reflexive and investigative posture, characteristic of teaching, which facilitates the teaching and learning process. It describes, substantiates and reflects the educational practices in the contexts of Pre-School Education, in a room with heterogeneous ages, and 1st Cycle of Basic Education, in a class of the 1st year of schooling. During the Educational Practice, the methodology of Action-Research and the Project Work Method were adopted, and in each context a distinct project was created. The activities developed throughout each one were based not only on the guiding documents for both Pre-School Education and for the 1st Cycle of Basic Education, but also the characteristics of the group and of each child, namely their interests and needs. The need to carry out intentional, inclusive and meaningful practices for children was also taken into account, always without forgetting that they must assume an active role in the construction of their knowledge, a process in which the teacher assumes a role of mediator of learning and development.
This internship report is part of the Curricular Unit of Supervised Teaching Practice, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Porto. In addition, it is with its elaboration and subsequent defense that the cycle of studies to obtain the Master's degree culminates, and thus begins a new stage, in the job market, doing what I really like. This document highlights the articulation between theory and practice, as well as the reflexive and investigative posture, characteristic of teaching, which facilitates the teaching and learning process. It describes, substantiates and reflects the educational practices in the contexts of Pre-School Education, in a room with heterogeneous ages, and 1st Cycle of Basic Education, in a class of the 1st year of schooling. During the Educational Practice, the methodology of Action-Research and the Project Work Method were adopted, and in each context a distinct project was created. The activities developed throughout each one were based not only on the guiding documents for both Pre-School Education and for the 1st Cycle of Basic Education, but also the characteristics of the group and of each child, namely their interests and needs. The need to carry out intentional, inclusive and meaningful practices for children was also taken into account, always without forgetting that they must assume an active role in the construction of their knowledge, a process in which the teacher assumes a role of mediator of learning and development.
Description
Keywords
Construção da identidade docente Investigação-ação Metodologia trabalho por projeto Cooperação Processo de ensino-aprendizagem Reflexão Construction of teacher identity Action research Project work methodology Cooperation Teaching-learning process Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação