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Abstract(s)
O presente relatório reflete o percurso formativo desenvolvido em contexto de prática pedagógica nos níveis educativos de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico, no âmbito da unidade curricular Prática Educativa Supervisionada, inserida no plano de estudos do Mestrado de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Ao longo da prática pedagógica foram utilizadas etapas dinâmicas, cíclicas e essenciais da Metodologia de Investigação-Ação, nomeadamente a observação, a planificação, a ação e a reflexão, contribuindo para uma prática reflexiva e investigativa. Estas permitiram a transformação da prática educativa assim como o ajuste a uma realidade promotora de uma escola inclusiva e a construção da profissionalidade docente num perfil duplo. Assim, foi possível fundamentar e adequar as práticas e as estratégias utilizadas nas duas valências, indo ao encontro das dificuldades, das necessidades e dos interesses manifestados pelas crianças e pelos alunos. As ações pedagógicas desenvolvidas focaram-se no desenvolvimento holístico das crianças, através de metodologias ativas e de um paradigma socioconstrutivista, onde a criança permaneceu no centro da construção da sua aprendizagem e a mestranda assumiu um papel de orientação no ambiente de aprendizagem.
No processo de formação foi valorizada a construção colaborativa de saberes sociais e pedagógicos intrínsecas à profissão docente, numa estreita articulação entre os referenciais teóricos e os saberes emergentes à ação, possibilitando um percurso de aprendizagem enriquecedor e gratificante.
Assim, este relatório tem o intuito de evidenciar, de forma descritiva, crítica e reflexiva, as experiências e os desafios vivenciados no dia a dia dos contextos educativos, que contribuíram para a transformação pessoal e profissional da mestranda.
This report reflects the formative path developed in the context of pedagogical practice at the educational levels of Pre-School Education and the 1st Cycle of Basic Education, within the scope of the Supervised Educational Practice curricular unit, inserted in the study plan of the Master of Pre-School Education and Teaching of the 1st Cycle of Basic Education. Throughout the pedagogical practice were used the dynamic, cyclical and essential stages of the Action Research Methodology, specifically observation, planning, action and reflection, contributing to a reflexive and investigative practice. These allowed the transformation of educational practice as well as the adjustment to a reality promoting an inclusive school and the construction of teacher professionalism in a double profile. So, it was possible to base and adapt the pratictices and strategies used in the both intership valences, meeting the difficulties, needs and interests expressed by students. The pedagogical actions developed focused on the holistic development of children, through active methodologies and a socioconstructivist paradigm, where the child remained at the center of the construction of their learning and the master's student assumed a guiding role in the learning environment. In the formation process, the collaborative construction of social and pedagogical knowledge intrinsic to the teaching profession was valued, in a close articulation between theoretical references and emerging knowledge to the action, enabling an enriching and rewarding learning path. So, this report has the intention to evidence, descriptively, critically and reflexively, the experiences and challenges experienced in the daily life of the educational contexts, which contributed to the personal and professional transformation of the master's student.
This report reflects the formative path developed in the context of pedagogical practice at the educational levels of Pre-School Education and the 1st Cycle of Basic Education, within the scope of the Supervised Educational Practice curricular unit, inserted in the study plan of the Master of Pre-School Education and Teaching of the 1st Cycle of Basic Education. Throughout the pedagogical practice were used the dynamic, cyclical and essential stages of the Action Research Methodology, specifically observation, planning, action and reflection, contributing to a reflexive and investigative practice. These allowed the transformation of educational practice as well as the adjustment to a reality promoting an inclusive school and the construction of teacher professionalism in a double profile. So, it was possible to base and adapt the pratictices and strategies used in the both intership valences, meeting the difficulties, needs and interests expressed by students. The pedagogical actions developed focused on the holistic development of children, through active methodologies and a socioconstructivist paradigm, where the child remained at the center of the construction of their learning and the master's student assumed a guiding role in the learning environment. In the formation process, the collaborative construction of social and pedagogical knowledge intrinsic to the teaching profession was valued, in a close articulation between theoretical references and emerging knowledge to the action, enabling an enriching and rewarding learning path. So, this report has the intention to evidence, descriptively, critically and reflexively, the experiences and challenges experienced in the daily life of the educational contexts, which contributed to the personal and professional transformation of the master's student.
Description
Keywords
Trabalho colaborativo Socioconstrutivismo Metodologias ativas Collaborative work Socioconstructivism Active methodologies
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação