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Authors
Abstract(s)
O presente relatório de estágio apresenta-se como a última etapa de todo o
processo de formação, de um futuro profissional de educação, para a obtenção
do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico. Este foi desenvolvido para a Unidade Curricular de Prática Educativa
Supervisionada, contemplando as práticas que foram desenvolvidas em
contexto de estágio, os construtos teóricos que a sustentaram, bem como uma
análise crítica e reflexiva sobre as mesmas.
A construção deste documento e a PES emergiram como um espaço de
mobilização de conhecimentos científicos, pedagógicos e didáticos, que foram
utilizados como suporte de toda a prática. O desenvolvimento destes saberes
profissionais foi baseado numa metodologia de investigação, metodologia de
investigação-ação, que pressupõe o processo cíclico de observação,
planificação, ação e reflexão, como forma de construção de práticas educativas
significativas, para o profissional e para a criança.
Assim, partiu-se de uma perspetiva socioconstrutivista, onde a criança é
vista como um agente participativo e o ponto central de todo o processo de
ensino e aprendizagem. Portanto, ao longo da prática, foram desenvolvidas
atividades que foram ao encontro dos interesses, gostos e motivações das
crianças, promovendo o seu desenvolvimento holístico.
Deste modo, a reflexão contínua, quer individual, em díade ou em tríade,
permitiu a elaboração deste documento, sendo por isso um ponto fulcral no crescimento pessoal e profissional, por ter estimulado a melhoria da prática.
The present internship report is the last step of the entire training process, of a future education professional, to obtain a master's degree in pre-school education and primary school education. This was developed for the Curricular Unit of Supervised Educational Practice, contemplating the practices that were developed in the context of the stage, the theoretical constructs that supported it, as well as a critical and reflexive analysis on them. The construction of this document and the PES emerged as a space for the mobilization of scientific, pedagogical and didactic knowledge, which was used to support all practice. The development of these professional knowledge was based on a research methodology, research-action methodology, which presupposes the cyclical process of observation, planning, action and reflection, as a way of constructing meaningful educational practices for the professional and the child. Thus, we started with a socioconstructivist perspective, where the child is seen as a participatory agent and the focal point of the whole process of teaching and learning. Therefore, throughout the practice, were developed activities that met the interests, tastes and motivations of the children, promoting their holistic development. In this way, continuous reflection, whether individual, in dyad or in triad, allowed the elaboration of this document, being therefore a focal point in the personal and professional growth for having encouraged the improvement of the practice.
The present internship report is the last step of the entire training process, of a future education professional, to obtain a master's degree in pre-school education and primary school education. This was developed for the Curricular Unit of Supervised Educational Practice, contemplating the practices that were developed in the context of the stage, the theoretical constructs that supported it, as well as a critical and reflexive analysis on them. The construction of this document and the PES emerged as a space for the mobilization of scientific, pedagogical and didactic knowledge, which was used to support all practice. The development of these professional knowledge was based on a research methodology, research-action methodology, which presupposes the cyclical process of observation, planning, action and reflection, as a way of constructing meaningful educational practices for the professional and the child. Thus, we started with a socioconstructivist perspective, where the child is seen as a participatory agent and the focal point of the whole process of teaching and learning. Therefore, throughout the practice, were developed activities that met the interests, tastes and motivations of the children, promoting their holistic development. In this way, continuous reflection, whether individual, in dyad or in triad, allowed the elaboration of this document, being therefore a focal point in the personal and professional growth for having encouraged the improvement of the practice.
Description
Keywords
Criança Prática educativa Investigação-ação Social constructivism Child Educational practice Research-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação