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Abstract(s)
O presente relatório destaca o desenvolvimento pessoal, profissional e social da mestranda, levados a cabo ao longo da Prática Educativa Supervisionada (PES), nas valências de Educação Pré-Escolar (EPE) e de 1º Ciclo do Ensino Básico (CEB). Neste sentido, descreve criticamente a construção de saberes da praxis e a mobilização de conteúdos teóricos e legais importantes para a construção de um perfil duplo de formação. Estes articularam-se numa postura reflexiva, crítica, atenta e evolutiva no decorrer do ano letivo, contribuindo para a construção da profissionalidade docente. Por conseguinte, eleva o saber, o saber-ser, estar com os outros e o saber-fazer, revelantes nos significados profissionais e sociais numa profissão cuja relação com os outros é basilar.
Revela o processo formativo, considerando a Metodologia de Investigação-Ação (MIA) a resposta à construção da profissionalidade docente, dada a promoção da melhoria constante da prática educativa num ciclo supervisionado de observação, planificação, ação e reflexão nas valências, as quais o mestrado forma. O processo foi vivido em co-construção em díade de formação. Este mestrado potenciou o desenvolvimento de competências docentes de integração e articulação dos níveis próximos de educação da criança.
This report highlights the personal, professional and social development of the master's student carried out throughout the Supervised Educational Practice (PES), in the valences of Pre-School Education (EPE) and 1st Cycle of Basic Education (CEB). In this sense, it critically describes the construction of praxis knowledge and the mobilization of important theoretical and legal contents for the construction of a double training profile. These were articulated in a reflexive, critical, attentive and evolutionary posture during the school year, contributing to the construction of teacher professionality. It therefore elevates knowledge, knowledge, being with others and knowing how to do, revealing in professional and social meanings in a profession whose relationship with others is basic. It reveals the formative process considering the Methodology of Investigation-Action (MIA) the response to the construction of teacher professionality given the promotion of the constant improvement of educational practice in a of observation, planning, action and reflection in the valences, which the master's degree. The process was lived in co-construction in dyad formation. This master's degree enhanced the development of teaching skills of integration and articulation of the next levels of child education.
This report highlights the personal, professional and social development of the master's student carried out throughout the Supervised Educational Practice (PES), in the valences of Pre-School Education (EPE) and 1st Cycle of Basic Education (CEB). In this sense, it critically describes the construction of praxis knowledge and the mobilization of important theoretical and legal contents for the construction of a double training profile. These were articulated in a reflexive, critical, attentive and evolutionary posture during the school year, contributing to the construction of teacher professionality. It therefore elevates knowledge, knowledge, being with others and knowing how to do, revealing in professional and social meanings in a profession whose relationship with others is basic. It reveals the formative process considering the Methodology of Investigation-Action (MIA) the response to the construction of teacher professionality given the promotion of the constant improvement of educational practice in a of observation, planning, action and reflection in the valences, which the master's degree. The process was lived in co-construction in dyad formation. This master's degree enhanced the development of teaching skills of integration and articulation of the next levels of child education.
Description
Keywords
Prática educativa supervisionada Criança Trabalho colaborativo Perfil duplo Metodologia investigação-ação Supervised educational practice Child Collaborative work Double profile Research-action methodology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação