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Advisor(s)
Abstract(s)
No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do
Ensino Básico, foi elaborado o presente relatório de estágio com o principal
intuito de descrever e refletir sobre o processo de construção e
desenvolvimento dos saberes pessoais e profissionais ao longo do estágio nos
dois níveis educativos. A formação de profissionais com um perfil duplo
evidencia a urgência da promoção de competências inerentes a um
profissional de educação, que surgem como transversais a todos os níveis de
educação. De facto, o compromisso e responsabilização progressiva pela ação
docente permitiram a construção do perfil de Educador consignado pelos
Decretos-Lei n.º 240/2001 e 241/2001 de 30 de agosto.
No decorrer dos estágios, a metodologia de desenvolvimento profissional
adotada foi a investigação-ação que possibilitou a reflexão constante sobre as
práticas, basilar para a criação de uma epistemologia de conhecimento
profissional. Como tal, o cerne das experiências pedagógicas assentou na
capacidade de resposta às exigências e singularidades de cada contexto,
mediante o desenvolvimento de competências reflexivas, permitindo uma
ação intencional, diversificada e significativa. Esta postura, aliada a um quadro
teórico sólido, possibilitou uma progressiva transformação e melhoria das
práticas educativas, fulcrais para o contínuo crescimento da estudante e para
a construção de aprendizagens das crianças.
A intervenção educativa constituiu-se como uma etapa fulcral no processo
formativo, pois contribuiu para o desenvolvimento das competências
profissionais e pessoais e para a consciencialização da importância da
adequação do processo educativo, entendendo a influência que ambos
comportam para o desenvolvimento integral e integrado das crianças,
patenteando a responsabilidade social intrínseca a um Educador
For the Master Degree in Preschool Education and Teaching of Primary Education, the present report has been prepared to stage with the main purpose to describe and reflect on the process of construction and development of personal and professional knowledge throughout the training course in both educational levels. Thus, the training of professionals with a double profile highlights the urgency of the promotion of skills inherent in a professional education, which appear as cross-cutting at all levels of education. In fact, the commitment and progressive teaching action accountability allowed the construction of the Educator profile recorded by Decree-Law No. 240/2001 and 241/2001 of 30th of August. Throughout the two internships, the professional development methodology adopted was the research-action that enabled the constant reflection on practices, which are the basis for the creation of an epistemology of professional knowledge. As such, the crux of the pedagogical experiences was based on responsiveness to the demands and eccentricities of each context, by developing reflective skills, allowing an intentional action, diversified and significant. This attitude, combined with a conceptualtheoretical framework, enabled a progressive transformation and improvement of educational practices, central to the continued growth of the student and for the construction of children's learning. The educational intervention was a crucial step in the process of formation because it contributed to the development of professional and personal skills and awareness of the importance of the adequacy of the educational process, understanding the influence that these involve for the integral and integrated development of children, highlighting the intrinsic social responsibility to an Educator.
For the Master Degree in Preschool Education and Teaching of Primary Education, the present report has been prepared to stage with the main purpose to describe and reflect on the process of construction and development of personal and professional knowledge throughout the training course in both educational levels. Thus, the training of professionals with a double profile highlights the urgency of the promotion of skills inherent in a professional education, which appear as cross-cutting at all levels of education. In fact, the commitment and progressive teaching action accountability allowed the construction of the Educator profile recorded by Decree-Law No. 240/2001 and 241/2001 of 30th of August. Throughout the two internships, the professional development methodology adopted was the research-action that enabled the constant reflection on practices, which are the basis for the creation of an epistemology of professional knowledge. As such, the crux of the pedagogical experiences was based on responsiveness to the demands and eccentricities of each context, by developing reflective skills, allowing an intentional action, diversified and significant. This attitude, combined with a conceptualtheoretical framework, enabled a progressive transformation and improvement of educational practices, central to the continued growth of the student and for the construction of children's learning. The educational intervention was a crucial step in the process of formation because it contributed to the development of professional and personal skills and awareness of the importance of the adequacy of the educational process, understanding the influence that these involve for the integral and integrated development of children, highlighting the intrinsic social responsibility to an Educator.
Description
Keywords
Educação Competências profissionais Intervenção educativa Responsabilidade social Education Professional skills Educative intervention Social responsibility
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação