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Abstract(s)
O presente relatório de estágio é parte integrante da unidade curricular de Prática Educativa Supervisionada e apresenta-se como requisito parcial para a obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, conforme publicado no Decreto-Lei n.º 79/2014, datado de 14 de maio.
Neste documento são contempladas as vivências, as reflexões e as aprendizagens da mestranda nos contextos afetos à Educação Pré-Escolar e ao 1.º Ciclo do Ensino Básico, pretendendo-se que reflita, de forma crítica e fundamentada, o percurso formativo concretizado pela mesma em ambas as valências.
Neste contexto, serão abordadas as conceções teóricas e legais que sustentaram toda a trajetória realizada e que, juntamente com a Prática Educativa, permitiram construir saberes profissionais, curriculares, pedagógicos e experienciais, considerando os específicos dos dois níveis educativos, dando assim início à construção da profissionalidade docente. De relevar a metodologia de investigação-ação como um dos eixos basilares da formação docente, pelo seu caráter reflexivo e investigativo, características primordiais na compreensão dos contextos educativos e na transformação da prática educativa, dimensões fundamentais para a construção do perfil docente. Acresce, ainda, o processo colaborativo em díade que enriqueceu os significados da docência tendo sido determinante para a prática educativa e o crescimento profissional e pessoal.
Assim, a Prática Educativa Supervisionada permitiu o desenvolvimento de competências para um perfil duplo de docência, favorecendo uma visão holística de educação.
This internship report is an integral aspect of the Supervised Teaching Practice course unit and emerges as a partial requirement for obtaining the Master’s Degree in Pre-School Education and Primary School Teaching, as provided for in Decree-Law 79/2014 of May 14. In this document, the experiences, reflections and learnings of the master’s degree student in the context of Pre-School Education and Primary School Teaching are contemplated. It is intended to reflect, in a critical and grounded way, the formative journey accomplished by the master’s degree student in both areas. In this context, the theoretical and legal conceptions that supported the whole trajectory and that, together with the Educational Practice, allowed the construction of professional, curricular, pedagogical and experiential knowledge, will be addressed considering the specifics of the two educational levels, starting the construction of professional teaching. Worth mentioning is the research-action methodology as one of the basic axes of teacher training, for its reflective and investigative character, essential characteristics to the understanding of educational contexts and the transformation of educational practice, fundamental aspects for the construction of the teacher profile. In addition, the collaborative process in dyad that enriched the meaning of teaching has been decisive for the educational practice and the professional and personal growth. Thus, the Supervised Teaching Practice allowed the development of skills for a double teaching profile, favouring a holistic vision of education.
This internship report is an integral aspect of the Supervised Teaching Practice course unit and emerges as a partial requirement for obtaining the Master’s Degree in Pre-School Education and Primary School Teaching, as provided for in Decree-Law 79/2014 of May 14. In this document, the experiences, reflections and learnings of the master’s degree student in the context of Pre-School Education and Primary School Teaching are contemplated. It is intended to reflect, in a critical and grounded way, the formative journey accomplished by the master’s degree student in both areas. In this context, the theoretical and legal conceptions that supported the whole trajectory and that, together with the Educational Practice, allowed the construction of professional, curricular, pedagogical and experiential knowledge, will be addressed considering the specifics of the two educational levels, starting the construction of professional teaching. Worth mentioning is the research-action methodology as one of the basic axes of teacher training, for its reflective and investigative character, essential characteristics to the understanding of educational contexts and the transformation of educational practice, fundamental aspects for the construction of the teacher profile. In addition, the collaborative process in dyad that enriched the meaning of teaching has been decisive for the educational practice and the professional and personal growth. Thus, the Supervised Teaching Practice allowed the development of skills for a double teaching profile, favouring a holistic vision of education.
Description
Keywords
Educação Reflexão Investigação-ação Formação inicial de docentes Education Reflection Research-action nitial teacher training
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação