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Authors
Abstract(s)
O presente relatório de estágio surge como conclusão de um ciclo de estudos, habilitando para o grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este documento espelha a formação inicial do docente em formação e pretende salientar a Prática Educativa Supervisionada desenvolvida nos dois contextos supramencionados.
A dialética constante entre a teoria e a prática possibilitou a construção de uma conceção própria sobre a educação e o que é ser educador de infância e professor do 1.º Ciclo do Ensino Básico, suportada pela mobilização de conhecimentos científicos, metodológicos, pedagógicos e didáticos, aliada aos saberes emergentes dos contextos educativos. O paradigma socioconstrutivista da aprendizagem foi considerado ao longo de toda a prática, onde se promoveu uma ação que teve como epicentro a criança, dotando-a de um papel ativo na construção do seu conhecimento, com vista ao seu desenvolvimento pleno e significativo, assumindo-se o docente como orientador do processo educativo. Neste sentido, realçam-se os contributos dos processos da metodologia de investigação-ação que permitiram analisar e refletir sobre as ações educativas de forma a melhorá-las.
O relatório de estágio apresentado assume-se como um documento com um valor formativo singular e determinante para o desenvolvimento pessoal e profissional do docente de perfil duplo, por promover uma formação com base na capacidade de reflexão e problematização da ação, sem descurar a importância do trabalho colaborativo que teve um papel preponderante na construção de competências essenciais à futura prática profissional.
This internship report comes as the conclusion of the course of study leading to the degree of Master in Pre-school and 1 st Level of Basic Education. It reflects initial teacher training in a professional context and intends to highlight the Supervised Educative Practice as devised in both of the above mentioned contexts. The constant dialect between theory and practice has enabled the development of a personal conception on education and what it means to be a Preschool educator and a Primary school teacher, backing up on the scientific, methodological, pedagogical and didactic knowledge, combined with the knowledge emerging from educational contexts. The paradigm of the social constructivism theory of knowledge was prominent throughout training in which its main course of action was the focus on the child, enabling them with an active role in their construction of knowledge and allowing for a full and meaningful development, the teacher acting as an orientator throughout the learning process. In this sense, the contributions of the processes of the action-research methodology are highlighted, which made it possible to analyze and reflect on educational actions in order to improve them. The internship report presented thus becomes a paper with significant and determining educational value for the personal and professional development of double profile teacher by encouraging teacher training through problematizing and assessment of practice sessions, without neglecting the significance of collaborative work which had a determinant role in building essential skills for future practice as an educator and teacher.
This internship report comes as the conclusion of the course of study leading to the degree of Master in Pre-school and 1 st Level of Basic Education. It reflects initial teacher training in a professional context and intends to highlight the Supervised Educative Practice as devised in both of the above mentioned contexts. The constant dialect between theory and practice has enabled the development of a personal conception on education and what it means to be a Preschool educator and a Primary school teacher, backing up on the scientific, methodological, pedagogical and didactic knowledge, combined with the knowledge emerging from educational contexts. The paradigm of the social constructivism theory of knowledge was prominent throughout training in which its main course of action was the focus on the child, enabling them with an active role in their construction of knowledge and allowing for a full and meaningful development, the teacher acting as an orientator throughout the learning process. In this sense, the contributions of the processes of the action-research methodology are highlighted, which made it possible to analyze and reflect on educational actions in order to improve them. The internship report presented thus becomes a paper with significant and determining educational value for the personal and professional development of double profile teacher by encouraging teacher training through problematizing and assessment of practice sessions, without neglecting the significance of collaborative work which had a determinant role in building essential skills for future practice as an educator and teacher.
Description
Keywords
Child Supervised Educational Practice Socioconstructivism Collaborative work Reflection Criança Prática Educativa Supervisionada Reflexão Socioconstrutivismo Trabalho colaborativo
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação