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Authors
Abstract(s)
O presente relatório de estágio resulta do processo formativo realizado pelo mestrando no âmbito
da Unidade Curricular da Prática Educativa Supervisionada, integrada no plano de estudos do 2º
ano do Mestrado em Educação Pré-Escolar e Ensino no 1º Ciclo do Ensino Básico. A elaboração
deste relatório tem como objetivo a análise crítica e reflexiva do percurso desenvolvido, tendo por
base referentes teóricos e legais, articulados com conhecimentos científicos, didáticos e
pedagógicos, que permitiram o desenvolvimento de uma prática educativa sustentada. Destacase
o processo cíclico de observação, planificação, ação e reflexão, integrados na Metodologia de
Investigação-Ação, que permitiu a adoção de uma postura crítica e reflexiva na procura de uma
ação pedagógica contextualizada, significativa, inovadora e aberta à mudança, que atendesse às
especificidades das crianças, visando-se uma educação inclusiva. Este ciclo, aliado à utilização de
metodologias ativas e da Metodologia de Trabalho de Projeto, permitiu desenvolver experiências
de aprendizagem que possibilitassem às crianças um papel ativo na construção do seu
conhecimento. Importa referir o trabalho cooperativo entre o par pedagógico, as crianças, as
docentes cooperantes, as supervisoras institucionais, as famílias e as comunidades educativas,
que potenciou um olhar crítico e reflexivo sobre a prática pedagógica e sobre a Educação na
Educação Pré-Escolar e no 1º Ciclo do Ensino Básico. Todo o percurso formativo fomentou no
mestrando o desenvolvimento de competências pessoais e profissionais, que contribuíram para
a sua formação em perfil duplo, e constituiu-se como os primeiros passos da sua aprendizagem
ao longo da vida.
This internship report results from the training process carried out by the master student within the scope of the Curricular Unit of Supervised Educational Practice, integrated into the study plan of the 2nd year of the master’s degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education. The objective of preparing this report is a critical and reflective analysis of the path developed, based on theoretical and legal references, articulated with scientific, didactic and pedagogical knowledge, which allowed the development of a sustained educational practice. The cyclical process of observation, planning, action and reflection stands out, integrated into the Action-Research Methodology, which allowed the adoption of a critical and reflective stance in the search for a contextualized, meaningful, innovative and open to change pedagogical action, which meet the specificities of children, aiming for inclusive education. This cycle, combined with the use of active methodologies and the Project Work Methodology, allowed the development of learning experiences that allowed children to play an active role in building their knowledge. It is important to mention the cooperative work between the pedagogical pair, the children, the cooperating teachers, the institutional supervisors, the families and the educational communities, which promoted a critical and reflective look at pedagogical practice and Education in Pre-School Education and in 1st Cycle of Basic Education. The entire training path encouraged the development of personal and professional skills in the master's student, which contributed to his dual-profile training, and constituted the first steps in his lifelong learning.
This internship report results from the training process carried out by the master student within the scope of the Curricular Unit of Supervised Educational Practice, integrated into the study plan of the 2nd year of the master’s degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education. The objective of preparing this report is a critical and reflective analysis of the path developed, based on theoretical and legal references, articulated with scientific, didactic and pedagogical knowledge, which allowed the development of a sustained educational practice. The cyclical process of observation, planning, action and reflection stands out, integrated into the Action-Research Methodology, which allowed the adoption of a critical and reflective stance in the search for a contextualized, meaningful, innovative and open to change pedagogical action, which meet the specificities of children, aiming for inclusive education. This cycle, combined with the use of active methodologies and the Project Work Methodology, allowed the development of learning experiences that allowed children to play an active role in building their knowledge. It is important to mention the cooperative work between the pedagogical pair, the children, the cooperating teachers, the institutional supervisors, the families and the educational communities, which promoted a critical and reflective look at pedagogical practice and Education in Pre-School Education and in 1st Cycle of Basic Education. The entire training path encouraged the development of personal and professional skills in the master's student, which contributed to his dual-profile training, and constituted the first steps in his lifelong learning.
Description
Keywords
Prática educativa supervisionada Docente de perfil duplo Investigação-Ação Trabalho Cooperativo Supervised educational practice Dual profile teacher Action-research Cooperative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação