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Authors
Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular Prática Educativa Supervisionada (PES), inserida no ciclo de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, cujo objetivo se concretiza na formação de profissionais de educação reflexivos e críticos, capazes de adaptar a sua prática aos diferentes contextos educativos. Nesta perspetiva, a PES possibilita a construção da identidade profissional e a aprendizagem no âmbito do pensamento e da ação, reconhecendo que a criança é responsável pela construção do seu conhecimento, enquanto o profissional é um guia durante todo esse processo.
Este documento espelha o percurso de formação inicial em ambos os níveis educativos e o seu contributo para a definição profissional da mestranda. A prática educativa baseou-se numa metodologia de aproximação à investigação-ação, com o objetivo de, através da observação, planificação, ação e reflexão, transformar o contexto e promover aprendizagens ricas e significativas para as crianças, tendo em vista o seu desenvolvimento holístico, baseado nos seus interesses, necessidades, dificuldades e potencialidades.
Para sustentar a ação educativa, a mestranda apoiou-se num conjunto de referenciais teóricos e legais, tendo o paradigma educacional do socioconstrutivismo como basilar na sua prática, colocando a criança no centro do processo de aprendizagem.
É ainda evidenciado o trabalho colaborativo enquanto promotor de uma aprendizagem através da partilha e articulação entre os profissionais, com o intuito de promover práticas educativas transformadoras, que contribuem para a promoção do desenvolvimento das crianças e para a construção da identidade profissional de perfil duplo.
This internship report comes in the field of the course Supervised Educational Practice (SEP), inserted in the study cycle of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education, whose objective is the formation of reflective and critical education professionals, able to adapt their practice to different educational contexts. In this perspective, SEP enables the construction of professional identity and the learning within the context of thought and action, recognizing the child is responsible for the construction of their knowledge, while the professional is a guide throughout this process. This document reflects the initial formation path in both educational levels and its contribution to the professional definition of the master’s student. The educational practice was based on a methodology of approach to action research, with the goal of, through observation, planning, action and reflection, transform the context and promote rich and meaningful learning for children, in view of their holistic development, based on their interests, needs, difficulties and potentialities. To support her educational action, the master’s student relied on a set of theoretical and legal references, having the educational paradigm of socioconstrutivism as a foundation in her practice, placing the child at the center of the learning process. It is also evidenced the collaborative work as a promoter of learning though the sharing and articulation among the professionals, in order to promote transformative educational practices, which contributes to the promotion of children’s development and to the construction of a dual-profile professional identity.
This internship report comes in the field of the course Supervised Educational Practice (SEP), inserted in the study cycle of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education, whose objective is the formation of reflective and critical education professionals, able to adapt their practice to different educational contexts. In this perspective, SEP enables the construction of professional identity and the learning within the context of thought and action, recognizing the child is responsible for the construction of their knowledge, while the professional is a guide throughout this process. This document reflects the initial formation path in both educational levels and its contribution to the professional definition of the master’s student. The educational practice was based on a methodology of approach to action research, with the goal of, through observation, planning, action and reflection, transform the context and promote rich and meaningful learning for children, in view of their holistic development, based on their interests, needs, difficulties and potentialities. To support her educational action, the master’s student relied on a set of theoretical and legal references, having the educational paradigm of socioconstrutivism as a foundation in her practice, placing the child at the center of the learning process. It is also evidenced the collaborative work as a promoter of learning though the sharing and articulation among the professionals, in order to promote transformative educational practices, which contributes to the promotion of children’s development and to the construction of a dual-profile professional identity.
Description
Keywords
Criança Prática Educativa Investigação-ação Colaboração Children EducationaPractice Action Research Colaboration
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação