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Abstract(s)
O presente relatório de estágio tem como objetivo principal espelhar o
percurso de formação inicial docente da autora do documento, nos contextos de
Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Este percurso reflete o desenvolvimento enquanto profissional de educação,
que se conjetura na postura reflexiva, investigativa e indagadora, através da
mobilização de saberes científicos, pedagógicos e didáticos, assim como os seus
contributos para a prática pedagógica. A metodologia de investigação-ação
contribuiu para o desenvolvimento da postura reflexiva, investigativa e
indagadora, dado que se assumiu um compromisso com a sua visão
transformadora da ação, realizando-se uma aproximação ao processo dinâmico
e cíclico de observação, planificação, ação, reflexão e avaliação. Esta postura
reflexiva resultou das interações pedagógicas, de caráter cooperativo,
imprescindíveis neste processo de desenvolvimento profissional, permitindo
assim identificar e desenvolver práticas pedagógicas significativas e adequadas
aos contextos educativos.
Neste sentido, a Metodologia de Trabalho de Projeto contribuiu para o
desenvolvimento de atividades contextualizadas e significativas, em que as
crianças e alunos aprenderam umas com as outras, desenvolvendo atitudes de
cooperação e respeito pelo outro. Assim, toda a ação se inspirou num paradigma
socioconstrutivista e na imagem da criança como um ser capaz e ativo, autora
do seu próprio conhecimento, com competência para ter voz no seu processo de
ensino e aprendizagem.
The following report aims to reflect the initial teacher’s education of the author of this document in the contexts of Pre-school and Primary School Education. This course reflects the development as a professional of education, which conjectures in the reflective, investigative and inquiring posture, through the mobilization of scientific, pedagogical and didactic knowledge, as well as their contributions to the pedagogical practice. The Research-Action Methodology contributed to the development of the reflexive, investigative and inquiring posture, given that it was committed to its transforming vision of action, bringing an approximation to the dynamic and cyclical process of observation, planning, action, reflection and evaluation. This reflective posture resulted from the cooperative pedagogical interactions, essential in this process of professional development, thus allowing to identify and develop meaningful pedagogical practices appropriate to the educational contexts. In this way, the Work-Project Methodology contributed to the development of contextualized and meaningful activities, in which children and students learned from each other, developing attitudes of cooperation and respect for each other. Thus, all the action was inspired by a socioconstructivist paradigm and the child's image as a capable and active being, author of his own knowledge, with competence to have a voice in his teaching and learning process.
The following report aims to reflect the initial teacher’s education of the author of this document in the contexts of Pre-school and Primary School Education. This course reflects the development as a professional of education, which conjectures in the reflective, investigative and inquiring posture, through the mobilization of scientific, pedagogical and didactic knowledge, as well as their contributions to the pedagogical practice. The Research-Action Methodology contributed to the development of the reflexive, investigative and inquiring posture, given that it was committed to its transforming vision of action, bringing an approximation to the dynamic and cyclical process of observation, planning, action, reflection and evaluation. This reflective posture resulted from the cooperative pedagogical interactions, essential in this process of professional development, thus allowing to identify and develop meaningful pedagogical practices appropriate to the educational contexts. In this way, the Work-Project Methodology contributed to the development of contextualized and meaningful activities, in which children and students learned from each other, developing attitudes of cooperation and respect for each other. Thus, all the action was inspired by a socioconstructivist paradigm and the child's image as a capable and active being, author of his own knowledge, with competence to have a voice in his teaching and learning process.
Description
Keywords
Criança Prática educativa Socioconstrutivismo Metodologia de investigação-ação Metodologia de Trabalho de Projeto Child Educational practice Socioconstructivism Research-action methodology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação