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Authors
Advisor(s)
Abstract(s)
O presente relatório apresenta-se como um documento que pretende
fundamentar a Prática Educativa Supervisionada, desenvolvida nos contextos
de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico.
As práticas desenvolvidas durante todo o percurso formativo foram
experienciadas como momentos de formação pessoal na medida em que
criaram oportunidades de progressão no saber, no saber ser e no saber fazer
durante toda a vida, sendo a educação a chave de transformação global na
designada “sociedade do conhecimento”.
Para tal, contribuíram de forma gradativa os dois anos de formação
contínua fundamentais na aquisição de competências pedagógicas e didáticas
tornando-se fulcrais no desenvolvimento das práticas educativas.
Estes processos formativos fundamentaram-se em referências teóricolegais,
essenciais na construção de uma prática sustentada e também nos
ideais do paradigma socioconstrutivista, através de estratégias com
intencionalidade educativa colocando sempre a criança no âmago da
aprendizagem, enquanto interveniente ativo da mesma.
Assim, através da adoção de uma postura crítica, reflexiva e indagadora,
sustentada na metodologia de investigação-ação, construiu-se um ambiente
pedagógico capaz de promover uma educação inclusiva, diferenciada e
significativa, ou seja, uma educação para todos.
This report is presented as a document that aims to support the fundamentals of Supervised Educative Practice developed within the contexts of the “Pre-School Education and the 1º cycle of the Basic School. The developed practices during all the formative process were experienced as moments of personal training, in the sense that generated several opportunities of progression in the “ To know”, “To know to be” and “to know to Do” for all life, being education the key of the global transformation within the so called “ society of Knowledge” For such, the two years of continuous learning that were fundamental in the acquisition of pedagogical and didactic competences, which become the cornerstone in the development of educational practices. These formative processes, where fundamentally based in theoretic and legal references essentials in the construction of a sustained practice and also in the ideals of the socioconstructive paradigm , thorough strategies with educational intentions, placing the child in the center of the learning process and becoming an active intervenient of it. So, through the adoption of a critical, reflective and searching attitude, sustained by the methodology of investigation-action was built a pedagogical environment able to promote a inclusive, differentiated and meaningful education process or by other words education for all
This report is presented as a document that aims to support the fundamentals of Supervised Educative Practice developed within the contexts of the “Pre-School Education and the 1º cycle of the Basic School. The developed practices during all the formative process were experienced as moments of personal training, in the sense that generated several opportunities of progression in the “ To know”, “To know to be” and “to know to Do” for all life, being education the key of the global transformation within the so called “ society of Knowledge” For such, the two years of continuous learning that were fundamental in the acquisition of pedagogical and didactic competences, which become the cornerstone in the development of educational practices. These formative processes, where fundamentally based in theoretic and legal references essentials in the construction of a sustained practice and also in the ideals of the socioconstructive paradigm , thorough strategies with educational intentions, placing the child in the center of the learning process and becoming an active intervenient of it. So, through the adoption of a critical, reflective and searching attitude, sustained by the methodology of investigation-action was built a pedagogical environment able to promote a inclusive, differentiated and meaningful education process or by other words education for all
Description
Keywords
Educação Inclusão Socioconstrutivismo Investigação-ação Education Inclusion Socioconstrutivist Investigation-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação