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Authors
Abstract(s)
Os desafios da Escola do século XXI implicam mudanças no desenvolvimento
profissional, daí a formação inicial fomentar nos futuros docentes uma atitude
reflexiva e crítica que este relatório procura espelhar.
Este processo de profissionalização foi promotor da construção da
identidade docente, durante o qual foram desenvolvidas as dimensões do
saber-ser, do saber-estar e do saber-fazer. O presente documento contempla
ações apoiadas no paradigma socioconstrutivista; neste paradigma, a
metodologia de investigação-ação apresentou-se como a base de toda a
formação, potenciada por um processo dinâmico em espiral cíclica de
observação, planificação, ação, reflexão e avaliação. Durante o processo de
construção, quer ao longo da Prática Educativa Supervisionada quer no âmbito
da elaboração deste trabalho escrito de competências e valores, foram
mobilizados conhecimentos científicos, pedagógicos, didáticos e
metodológicos favoráveis à conceção de um docente enquanto agente de
mudança e de transformação, tendo sempre presente que o desenvolvimento
cognitivo e afetivo das crianças é o princípio, meio e fim.
Foi, por isso, apresentado um olhar mais atento às especificidades de cada
criança, propondo-se atividades criativas e contextualizadas espelhadas por
momentos prazerosos de construção de conhecimento, num ambiente
educativo democrático. Contudo, todo este crescimento só foi possível pela
riqueza das interações pedagógicas colaborativas e cooperativas entre a díade,
as orientadoras cooperantes, as supervisoras institucionais e as crianças,
evidenciando-se um desenvolvimento pessoal e profissional de perfil duplo.
The challenges of the 21st Century School imply changes in professional development, so initial education fosters in future teachers a reflective and critical attitude that this report seeks to mirror. This process promoted the construction of the teaching identity and was developed the dimensions of know-how, how-to-behave, and how-to-do. This document contemplates actions based on the socio-constructivist paradigm; In this paradigm, the action research methodology was presented as the basis of the whole training, enhanced by a dynamic cyclical and spiral process of observation, planning, action, reflection, and evaluation. During the construction process, both during the Supervised Educational Practice and in the elaboration of this written work of competences and values was possible to reach scientific, pedagogical, didactic and methodological knowledge, favorable to the conception of a teacher as an agent of change and transformation, always bearing in mind that the cognitive and affective development of children is the beginning, middle, and the end. It was given a closer look at the specifics of each child, proposing creative and contextualized activities followed by pleasurable moments of knowledge development, in an educational democratic environment. However, all this growth was only made possible by the collaborative and cooperative pedagogical interactions between the dyad of the cooperating counselors, the institutional supervisors, and the children, evidencing a dual profile personal and professional development.
The challenges of the 21st Century School imply changes in professional development, so initial education fosters in future teachers a reflective and critical attitude that this report seeks to mirror. This process promoted the construction of the teaching identity and was developed the dimensions of know-how, how-to-behave, and how-to-do. This document contemplates actions based on the socio-constructivist paradigm; In this paradigm, the action research methodology was presented as the basis of the whole training, enhanced by a dynamic cyclical and spiral process of observation, planning, action, reflection, and evaluation. During the construction process, both during the Supervised Educational Practice and in the elaboration of this written work of competences and values was possible to reach scientific, pedagogical, didactic and methodological knowledge, favorable to the conception of a teacher as an agent of change and transformation, always bearing in mind that the cognitive and affective development of children is the beginning, middle, and the end. It was given a closer look at the specifics of each child, proposing creative and contextualized activities followed by pleasurable moments of knowledge development, in an educational democratic environment. However, all this growth was only made possible by the collaborative and cooperative pedagogical interactions between the dyad of the cooperating counselors, the institutional supervisors, and the children, evidencing a dual profile personal and professional development.
Description
Keywords
Criança Prática Educativa Investigação-Ação Perfil duplo Child Educational Practice Action Research Double Profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação