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Abstract(s)
O presente relatório de estágio espelha o processo de formação inicial da mestranda, refletindo sobre o desenvolvimento e aprendizagem decorrentes da Unidade Curricular de Prática Educativa Supervisionada em Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, integrada no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
O desenvolvimento da profissionalidade docente possibilitou a obtenção de experiências e competências com vista à construção de um perfil duplo, edificado num processo socio construtivista, sustentado na colaboração e reflexão. Ao longo da prática educativa construíram-se saberes científicos, didáticos, educativos e investigativos, promotores de ações sustentadas, pelo que este documento integra um enquadramento teórico e legal relevante, bem como o ciclo de investigação-ação. Assim, viabilizaram-se aprendizagens enriquecedoras e intencionais, inseridas no contexto autêntico das crianças, potencializando a construção ativa do conhecimento, numa perspetiva holística e contínua da educação. As práticas construtivistas, perspetivando o papel central da criança no seu processo educativo, atenderam aos seus interesses, e necessidades, desenvolvendo múltiplas competências no âmbito do conhecimento, da compreensão, da criatividade e sentido crítico.
De relevar que a construção de competências profissionais, ao longo da prática educativa, inerentes ao docente de perfil duplo, permitiu uma sensibilização relativa às especificidades de cada vertente e, ainda, sobre a continuidade entre níveis educativos. Os processos reflexivos e colaborativos de profissionalização docente constituíram uma importância ímpar na consciencialização do que é ser educador e professor na atualidade e da necessidade de formação ao longo da vida. Pelo que este mestrado, de formação exigente, contribuiu para o conhecimento de matérias na área da docência e nas didáticas específicas.
This report mirrors the initial learning process of the Master degree student, reflecting over the development and learning which resulted from the Curricular and Supervised Educational Unit on Preschool and Elementary School Education, included on the main official plan of studies of the Master in Preschool and Elementary School Teaching graduation course. The development of the teaching professional skills has enabled the acquiring of experiences and competences having in sight the construction of a double profile, raised on a social-constructivist process, sustained on a basis of collaboration and reflection. Along the educational practice were built scientific, didactic, educational and research knowledges that are promoters of sustained actions, whereby this document integrates relevant theoretical and legal framework, as well as the research-action cycle. Thus, were enabled enriching and intentional learnings, inserted in the authentic context of the children, enabling the active construction of knowledge, in a holistic and continuous perspective of the education. The constructivist practices, while placing in perspective the central role of the child on its educational process, attending its interests, and needs, developing several skills in the scope of knowledge, comprehension, creativity and critical sense. One must emphasize that the construction of professional skills, along the educational practice, inherent to the teacher’s double profile, has allowed a relative sensitizing to the similarities and contrasts of each context, and yet, about the continuity in between educational levels. The reflective and collaborative processes of the teacher’s professionalization are of utter importance in the awareness of what is being an educator and a teacher at the present time and the need of formation throughout life. Thus this Master, of demanding formation, has contributed to the knowledge of matters in the teaching area and specific didactics.
This report mirrors the initial learning process of the Master degree student, reflecting over the development and learning which resulted from the Curricular and Supervised Educational Unit on Preschool and Elementary School Education, included on the main official plan of studies of the Master in Preschool and Elementary School Teaching graduation course. The development of the teaching professional skills has enabled the acquiring of experiences and competences having in sight the construction of a double profile, raised on a social-constructivist process, sustained on a basis of collaboration and reflection. Along the educational practice were built scientific, didactic, educational and research knowledges that are promoters of sustained actions, whereby this document integrates relevant theoretical and legal framework, as well as the research-action cycle. Thus, were enabled enriching and intentional learnings, inserted in the authentic context of the children, enabling the active construction of knowledge, in a holistic and continuous perspective of the education. The constructivist practices, while placing in perspective the central role of the child on its educational process, attending its interests, and needs, developing several skills in the scope of knowledge, comprehension, creativity and critical sense. One must emphasize that the construction of professional skills, along the educational practice, inherent to the teacher’s double profile, has allowed a relative sensitizing to the similarities and contrasts of each context, and yet, about the continuity in between educational levels. The reflective and collaborative processes of the teacher’s professionalization are of utter importance in the awareness of what is being an educator and a teacher at the present time and the need of formation throughout life. Thus this Master, of demanding formation, has contributed to the knowledge of matters in the teaching area and specific didactics.
Description
Keywords
Criança Educação Prática Educativa Investigação-Ação Child Education Educational practice Research-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação