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Relatório de Estágio de Beatriz Albino de Castro Machado
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.06 MB | Adobe PDF |
Abstract(s)
O presente relatório de estágio reflete o percurso formativo desenvolvido no âmbito da Prática Educativa Supervisionada nos contextos de educação pré-Escolar e 1º Ciclo do Ensino Básico, habilitando para um perfil duplo docente. Este documento procura evidenciar as competências e aprendizagens adquiridas, articulando saberes científicos, pedagógicos e didáticos com os documentos normativos, de modo a promover uma postura crítica, reflexiva e aberta à mudança, consciente de que a identidade profissional docente está em constante evolução. Ao longo deste percurso, destaca-se a importância da aprendizagem cooperativa, explorando os seus cinco princípios fundamentais, articulando com a exploração do tema “O respeito” no 1º Ciclo do Ensino Básico, bem como a gestão de conflitos entre pares, a frustração e o manuseamento do livro físico na Educação Pré-escolar. As práticas educativas implementadas procuram seguir uma abordagem inclusiva, valorizando o papel ativo da criança na construção do seu conhecimento e o docente como mediador do processo de aprendizagem. Além disso, a metodologia de investigação-ação orientou todo o processo, num ciclo contínuo de observação, planificação, ação e reflexão, potenciando práticas inovadoras e ajustadas às necessidades do grupo. O trabalho colaborativo em díade pedagógica, as docentes cooperantes, as crianças e as supervisoras institucionais revelou-se fundamental para o desenvolvimento de práticas contextualizadas, diferenciadoras e criativas, promovendo o desenvolvimento holístico das crianças e o crescimento pessoal e profissional do docente de perfil duplo, assegurando a continuidade educativa entre a educação pré-Escolar e o 1º Ciclo do Ensino Básico.
This internship report presents the formative journey undertaken within the scope of Supervised Educational Practice in both Preschool Education and the 1st Cycle of Basic Education, aiming at a dual teaching profile. The document highlights the competencies and learning acquired, integrating scientific, pedagogical, and didactic knowledge with normative documents to foster a critical, reflective, and adaptable professional posture, aware that teaching identity is in constant evolution. Throughout this journey, the importance of cooperative learning is emphasized, exploring its five fundamental principles and connecting them with the theme of "Respect" in the 1st Cycle, as well as conflict management, frustration, and the handling of physical books in Preschool Education. The implemented educational practices follow an inclusive approach, valuing the child's active role in knowledge construction and the teacher as a learning mediator. Moreover, the action-research methodology guided the entire process through a continuous cycle of observation, planning, action, and reflection, promoting innovative practices tailored to the group's needs. Collaborative work within the pedagogical dyad, together with cooperating teachers, children, and institutional supervisors, proved essential for the development of contextualized, differentiated, and creative practices, fostering the holistic development of children and the personal and professional growth of the dual-profile teacher, ensuring educational continuity between Preschool and the 1st Cycle of Basic Education.
This internship report presents the formative journey undertaken within the scope of Supervised Educational Practice in both Preschool Education and the 1st Cycle of Basic Education, aiming at a dual teaching profile. The document highlights the competencies and learning acquired, integrating scientific, pedagogical, and didactic knowledge with normative documents to foster a critical, reflective, and adaptable professional posture, aware that teaching identity is in constant evolution. Throughout this journey, the importance of cooperative learning is emphasized, exploring its five fundamental principles and connecting them with the theme of "Respect" in the 1st Cycle, as well as conflict management, frustration, and the handling of physical books in Preschool Education. The implemented educational practices follow an inclusive approach, valuing the child's active role in knowledge construction and the teacher as a learning mediator. Moreover, the action-research methodology guided the entire process through a continuous cycle of observation, planning, action, and reflection, promoting innovative practices tailored to the group's needs. Collaborative work within the pedagogical dyad, together with cooperating teachers, children, and institutional supervisors, proved essential for the development of contextualized, differentiated, and creative practices, fostering the holistic development of children and the personal and professional growth of the dual-profile teacher, ensuring educational continuity between Preschool and the 1st Cycle of Basic Education.
Description
Keywords
Prática de ensino supervisionada Aprendizagem cooperativa Identidade docente Perfil duplo docente Metodologia de investigação-ação Supervised educational practice Cooperative learning Teacher identity Dual teaching profile Action-research methodology
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CC License
Without CC licence