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Authors
Abstract(s)
O presente relatório de estágio constitui um culminar do percurso formativo desenvolvido no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, e, particularmente, da prática educativa realizada durante o ano letivo 2021/2022. Esta prática foi experienciada em dois ambientes educativos, a Educação Pré-Escolar e o 1º Ciclo do Ensino Básico, num agrupamento de escolas da zona do Grande Porto.
Este documento apresenta as diversas aprendizagens e competências adquiridas ao longo deste processo, que resultaram da assunção de uma postura observadora, indagadora, reflexiva e investigativa e que conduziram à construção da identidade profissional. Deste modo, o relatório contempla uma explicitação dos referenciais teóricos e legais que nortearam a ação educativa, uma caraterização dos dois ambientes educativos e a apresentação dos princípios e modos operatórios da Metodologia de Investigação-Ação que foram adotados no processo. Além disso, também evidencia uma reflexão sobre as principais ações desenvolvidas no âmbito da Metodologia de Trabalho por Projeto e numa perspetiva socioconstrutivista.
Por fim, importa destacar a importância atribuída ao perfil duplo de docência, associado a este ciclo de estudos. Apesar das duas valências apresentarem organizações curriculares e metodologias diferentes, possuem um conjunto de pressupostos de base, em comum, como o enfoque na criança e no seu desenvolvimento global, através de metodologias ativas e colaborativas. Isto permite encarar os níveis educativos numa perspetiva mais abrangente e global, promovendo uma articulação entre os mesmos e facilitando o processo de transição educativa.
This internship report is a summary of the journey developed in the Master in Early Childhood Education and Primary Teaching Education, and, particularly, of the teaching practice held during the academic year 2021/2022. This practice was developed in two educational environments, Early Childhood Education and Primary Teaching Education, in a group of schools in the Porto metropolitan area. This document presents the diverse knowledge and skills acquired during this process, which emerged through the assumption of an observant, inquiring, reflective and investigative attitude and which led to the development construction of a professional identity. Therefore, the report includes an explanation of the main theoretical and legal references that guided the teaching practice, a description of the two educational environments and the presentation of the principles and operating modes of the Action-Research Methodology, which were chosen in the process. In addition, it also highlights a reflection on the actions developed within the scope of the Project Work Methodology and in a socio-constructivist perspective. Finally, it is important to emphasize the importance given to the dual teaching profile associated with this cycle of studies. Despite the two stages having different curricular organizations and methodologies, they have a set of basic assumptions in common, such as the focus on children and their global development, through active and collaborative methodologies. This makes it possible to face these educational levels in a broader and more global perspective, promoting an articulation between them and facilitating the educational transition process.
This internship report is a summary of the journey developed in the Master in Early Childhood Education and Primary Teaching Education, and, particularly, of the teaching practice held during the academic year 2021/2022. This practice was developed in two educational environments, Early Childhood Education and Primary Teaching Education, in a group of schools in the Porto metropolitan area. This document presents the diverse knowledge and skills acquired during this process, which emerged through the assumption of an observant, inquiring, reflective and investigative attitude and which led to the development construction of a professional identity. Therefore, the report includes an explanation of the main theoretical and legal references that guided the teaching practice, a description of the two educational environments and the presentation of the principles and operating modes of the Action-Research Methodology, which were chosen in the process. In addition, it also highlights a reflection on the actions developed within the scope of the Project Work Methodology and in a socio-constructivist perspective. Finally, it is important to emphasize the importance given to the dual teaching profile associated with this cycle of studies. Despite the two stages having different curricular organizations and methodologies, they have a set of basic assumptions in common, such as the focus on children and their global development, through active and collaborative methodologies. This makes it possible to face these educational levels in a broader and more global perspective, promoting an articulation between them and facilitating the educational transition process.
Description
Keywords
Criança Identidade profissional Prática educativa supervisionada Perfil duplo Children Professional identity Supervised educational practice Dual teaching profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação