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Abstract(s)
O presente documento surge no âmbito da Unidade Curricular de Prática Educativa Supervisionada, integrada no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto, incidindo no processo de formação inicial da mestranda, sendo este uma das condições necessárias para obter o grau de Mestre, de acordo com o DL n.º 79/2014, de 19 de dezembro.
Este documento apresenta o percurso formativo desenvolvido nas valências da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico, mobilizando os referentes teóricos e legais para as práticas desenvolvidas, de forma a espelhar uma ação que visou promover práticas significativas e a aprendizagem holística dos alunos, no sentido de uma construção de identidade profissional. Além disso, o trabalho colaborativo entre os diferentes intervenientes do processo educativo será também realçado, uma vez que contribuiu para a melhoria da prática pedagógica.
Para tal, contribuíram as etapas da Metodologia de Investigação-Ação, que permitiram a adequação de propostas fundamentadas e inclusivas que vão ao encontro das necessidades e interesses das crianças.
As atividades dinamizadas ao longo da PES, sob uma base socio construtivista, tiveram como principal objetivo colocar a criança no centro da ação, promovendo aprendizagens significativas, o desenvolvimento do currículo atual e a formação de cidadãos nesta nova era, de forma integral.
O percurso apresentado ao longo do documento contribuiu para o crescimento pessoal e profissional com vista à construção de uma identidade profissional do docente de perfil duplo.
The present document arises within the scope of the Supervised Educational Practice Course, integrated into the curriculum of the Master's Degree in Pre-School Education and 1st Cycle of Basic Education Teaching at the School of Education of the Polytechnic Institute of Porto, focusing on the initial training process of the master's student. This is one of the necessary conditions for obtaining the Master's degree, in accordance with Decree-Law No. 79/2014, dated December 19th. This document presents the formative journey developed in the areas of Pre-School Education and 1st Cycle of Basic Education, mobilizing theoretical and legal references for the practices carried out in order to reflect actions aimed at promoting meaningful practices and holistic student learning, towards the construction of a professional identity. Furthermore, collaborative work among the various participants in the educational process will also be highlighted, as it contributed to the improvement of pedagogical practice. To achieve this, the stages of Action Research Methodology contributed, enabling the adaptation of well-founded and inclusive proposals that meet the needs and interests of children. The activities carried out throughout the Supervised Educational Practice, based on a socio-constructivist foundation, had the main objective of placing the child at the center of action, promoting meaningful learning, the development of the current curriculum, and the holistic formation of citizens in this new era. The journey presented throughout this document has contributed to personal and professional growth, aiming to build a professional identity for the dual-profile teacher.
The present document arises within the scope of the Supervised Educational Practice Course, integrated into the curriculum of the Master's Degree in Pre-School Education and 1st Cycle of Basic Education Teaching at the School of Education of the Polytechnic Institute of Porto, focusing on the initial training process of the master's student. This is one of the necessary conditions for obtaining the Master's degree, in accordance with Decree-Law No. 79/2014, dated December 19th. This document presents the formative journey developed in the areas of Pre-School Education and 1st Cycle of Basic Education, mobilizing theoretical and legal references for the practices carried out in order to reflect actions aimed at promoting meaningful practices and holistic student learning, towards the construction of a professional identity. Furthermore, collaborative work among the various participants in the educational process will also be highlighted, as it contributed to the improvement of pedagogical practice. To achieve this, the stages of Action Research Methodology contributed, enabling the adaptation of well-founded and inclusive proposals that meet the needs and interests of children. The activities carried out throughout the Supervised Educational Practice, based on a socio-constructivist foundation, had the main objective of placing the child at the center of action, promoting meaningful learning, the development of the current curriculum, and the holistic formation of citizens in this new era. The journey presented throughout this document has contributed to personal and professional growth, aiming to build a professional identity for the dual-profile teacher.
Description
Keywords
Diferenciação pedagógica Desenvolvimento holístico Investigação-ação Metodologia de trabalho de projeto Trabalho colaborativo Pedagogical differentiation Holistic development Action research Project work methodology Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação