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Authors
Abstract(s)
O presente relatório insere-se no âmbito da Unidade Curricular de Prática Educativa Supervisionada, resultando do percurso de formação inicial vivenciado nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Deste modo, procura-se espelhar as competências e aprendizagens adquiridas, resultantes da articulação entre os conhecimentos científicos e didáticos, os documentos normativos e a ação educativa desempenhada, emergindo numa reflexão indagadora, crítica e contextualizada, numa perspetiva de reconstrução contínua da identidade profissional.
Ensinar e cuidar, numa perspetiva de aprendizagem ao longo da vida, implica percecionar os benefícios de um mundo em constante mudança, problematizando-os com o intuito de atribuir significados às experiências de aprendizagem individuais de cada criança. Neste sentido, a equidade assumiu-se como pilar de todo o percurso tanto na planificação de ações assentes no paradigma socioconstrutivista, onde a criança desempenhou um papel ativo no processo de ensino e aprendizagem como na valorização das suas diferenças, das suas especificidades e dificuldades, por meio a proporcionar momentos ricos e propícios à construção de competências holísticas e a um crescimento global harmonioso.
Este documento traduz o trabalho colaborativo desenvolvido entre a díade, as docentes cooperantes, as crianças e as supervisoras institucionais, preconizando o desenvolvimento de práticas inovadoras e diferenciadas em torno da abordagem cíclica da metodologia de investigação-ação, conducentes a um maior entendimento da responsabilidade que advém do perfil duplo de formação docente. Neste seguimento, será notável o contributo do desenvolvimento de atitudes investigativas fulcrais, através de inúmeros momentos de observação, ação, planificação e reflexão, como meio transformador do percurso formativo.
This report is part of the Curricular Unit of Supervised Educational Practice, resulting from the initial training path, experienced in the contexts of Pre-School Education and 1st Cycle of Basic Education. Thus, we seek to mirror the skills and learning acquired, resulting from the articulation between scientific and didactic knowledge, normative documents and the educational action performed, emerging in an inquiring, critical and contextualized reflection, in a perspective of continuous reconstruction of professional identity. Teaching and caring, from a lifelong learning perspective, implies perceiving the benefits of an ever-changing world, problematizing them in order to attribute meanings to the individual learning experiences of each child. In this sense, equity has been assumed as a pillar of the entire course both in the planning of actions based on the socio constructivist paradigm, where the child played na active role in the teaching and learning process as well as in valuing their differences, their specificities, and difficulties, through providing rich moments conducive to the construction of holistic skills and harmonious global growth. This document translates the collaborative work developed between the dyad, the cooperative teachers, the children, and the institutional supervisors, advocating the development of innovative and differentiated practices around the cyclical approach of the action-research methodology, leading to a greater understanding of the responsibility that comes from the dual profile of teacher training. In this follow-up, it will be remarkable the contribution of the development of central investigative attitudes, through numerous moments of observation, action, planning and reflection, as a means of transforming the formative path
This report is part of the Curricular Unit of Supervised Educational Practice, resulting from the initial training path, experienced in the contexts of Pre-School Education and 1st Cycle of Basic Education. Thus, we seek to mirror the skills and learning acquired, resulting from the articulation between scientific and didactic knowledge, normative documents and the educational action performed, emerging in an inquiring, critical and contextualized reflection, in a perspective of continuous reconstruction of professional identity. Teaching and caring, from a lifelong learning perspective, implies perceiving the benefits of an ever-changing world, problematizing them in order to attribute meanings to the individual learning experiences of each child. In this sense, equity has been assumed as a pillar of the entire course both in the planning of actions based on the socio constructivist paradigm, where the child played na active role in the teaching and learning process as well as in valuing their differences, their specificities, and difficulties, through providing rich moments conducive to the construction of holistic skills and harmonious global growth. This document translates the collaborative work developed between the dyad, the cooperative teachers, the children, and the institutional supervisors, advocating the development of innovative and differentiated practices around the cyclical approach of the action-research methodology, leading to a greater understanding of the responsibility that comes from the dual profile of teacher training. In this follow-up, it will be remarkable the contribution of the development of central investigative attitudes, through numerous moments of observation, action, planning and reflection, as a means of transforming the formative path
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Perfil duplo docente Supervised educational practice Research-action methodology Dual teacher profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação