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Abstract(s)
O presente relatório de estágio, elaborado no âmbito da unidade curricular Prática
Educativa Supervisionada, contemplada no plano de estudos do Mestrado em Educação
Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, traduz o processo de formação inicial,
promotor da construção de uma identidade profissional, nos contextos de Educação PréEscolar e de 1.º Ciclo do Ensino Básico.
O percurso formativo descrito no presente relatório articula os conhecimentos
científicos, práticos e criativos com as diversas vivências experienciadas, sustentado
numa postura reflexiva e crítica, potencializando a construção da identidade profissional,
de perfil duplo, da docente estagiária. As práticas educativas, apoiadas num trabalho
colaborativo, no qual foram partilhadas ideias, opiniões e saberes entre a díade,
apoiaram-se em pressupostos teóricos, que definem o papel do/a docente como
investigador/a, sobre as práticas educativas, de forma sistemática, através do processo
cíclico e dinâmico da Metodologia de Investigação-Ação.
A Metodologia de Trabalho de Projeto foi igualmente privilegiada no decorrer da
Prática Educativa Supervisionada, sendo que foram desenvolvidos projetos que surgiram
dos interesses e motivações das crianças, nos quais foi perspetivado o desenvolvimento
de capacidades, valores e atitudes, através de experiências pedagógicas articuladas e
sequenciais. Evidencia-se ainda que, nos projetos desenvolvidos, foram envolvidas as
diferentes áreas de conteúdos de forma transversal, nos quais se pretendeu promover a
autonomia, a responsabilidade, a colaboração, o respeito e o pensamento critico, através
de interações democráticas e integradoras.
This internship report, written within the scope of the curricular unit Supervised Educational Practice, included in the study plan of the Master's Degree program in Preschool Education and Basic School Teaching, reflects the process of initial formation, promoter of the construction of a professional identity, in the contexts of Pre-school Education and Basic School Teaching. The formative journey described in this report articulates the scientific, practical, and creative knowledge with the various experiences, sustained by a reflective and critical attitude, enhancing the construction of the professional identity of the trainee teacher, with a dual profile. The educational practices, supported by collaborative work, in which ideas, opinions, and knowledge were shared between the dyad, were based on theoretical assumptions that define the role of the teacher as an investigator of educational practices, systematically, through the cyclical and dynamic process of the Action Research Methodology. The Project Work Methodology was also privileged during the Supervised Educational Practice, and were developed projects that arose from the children's interests and motivations, in which the development of skills, values, and attitudes through articulated and sequential pedagogical experiences was envisaged. It is also noteworthy that, in the developed projects, the different content areas were involved in a transversal way, in which we intended to promote autonomy, responsibility, collaboration, respect, and critical thinking, through democratic and integrative interactions.
This internship report, written within the scope of the curricular unit Supervised Educational Practice, included in the study plan of the Master's Degree program in Preschool Education and Basic School Teaching, reflects the process of initial formation, promoter of the construction of a professional identity, in the contexts of Pre-school Education and Basic School Teaching. The formative journey described in this report articulates the scientific, practical, and creative knowledge with the various experiences, sustained by a reflective and critical attitude, enhancing the construction of the professional identity of the trainee teacher, with a dual profile. The educational practices, supported by collaborative work, in which ideas, opinions, and knowledge were shared between the dyad, were based on theoretical assumptions that define the role of the teacher as an investigator of educational practices, systematically, through the cyclical and dynamic process of the Action Research Methodology. The Project Work Methodology was also privileged during the Supervised Educational Practice, and were developed projects that arose from the children's interests and motivations, in which the development of skills, values, and attitudes through articulated and sequential pedagogical experiences was envisaged. It is also noteworthy that, in the developed projects, the different content areas were involved in a transversal way, in which we intended to promote autonomy, responsibility, collaboration, respect, and critical thinking, through democratic and integrative interactions.
Description
Keywords
Prática educativa supervisionada Investigação-ação Metodologia de Trabalho de Projeto Trabalho colaborativo Supervised educational practice Action-research Project work methodology Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação