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Abstract(s)
No âmbito do Mestrado de Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, o presente relatório de estágio evidencia uma análise crítica sobre as ações desenvolvidas ao longo da Prática Educativa Supervisionada, em contexto de Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.
Ao longo do percurso, vivenciado por algumas inquietudes e intensas emoções, realizaram-se várias aprendizagens, que permitiram um crescimento profissional crítico, ativo e contínuo. Com efeito, desenvolveram-se nesse período competências de observação, investigação e reflexão; competências curriculares e pedagógico-didáticas; bem como atitudes e valores profissionais, pessoais e relacionais. Estas competências foram desenvolvidas, tendo por base a metodologia de investigação-ação e o trabalho colaborativo, que ajudaram a que fossem construídos novos caminhos e consideradas outras perspetivas. Assim, a adoção das diversas fases da metodologia de investigação-ação permitiu o desenvolvimento de uma prática crítica, consciente e sustentada e o trabalho colaborativo foi crucial para se desenvolver uma linguagem comum, que possibilitou a discussão de práticas e, consequentemente, a resolução de problemas surgidos nos dois contextos educativos.
Assim, considera-se que o trabalho desenvolvido capacitou a mestranda para o um saber agir em contexto, contribuindo, ao mesmo tempo, para a construção de uma identidade pessoal e profissional, que certamente lhe será útil, quando se envolver no futuro em novas práticas educativas.
In the scope of the Master's Degree in Pre-primary and Secondary Education, the present internship report evidences a critical analysis of the actions developed during the Supervised Educational Practice, in the context of Pre-School Education and the 1st Cycle of Basic Education. Throughout the course, experienced by some concerns and intense emotions, several learning were carried out, which allowed a critical, active and continuous professional growth. In that period, powers of observation, research and reflection were developed; curricular and pedagogical-didactic skills; as well as professional, personal and relational attitudes and values. These competences were developed, based on the methodology of investigation-action research and collaborative work, which helped to build new paths and considered other perspectives. Thus, the adoption of the different phases of the investigation-action methodology allowed the development of a critical, conscious and sustained practice, and the collaborative work was crucial to develop a common language, which enabled the discussion of practices and, consequently, the resolution of problems emerged in the two educational contexts. Thus, it is considered that the work developed enabled the student to act in context, while at the same time contributing to the construction of a personal and professional identity, which will certainly be useful to him when engaging in the future in new Educational practices.
In the scope of the Master's Degree in Pre-primary and Secondary Education, the present internship report evidences a critical analysis of the actions developed during the Supervised Educational Practice, in the context of Pre-School Education and the 1st Cycle of Basic Education. Throughout the course, experienced by some concerns and intense emotions, several learning were carried out, which allowed a critical, active and continuous professional growth. In that period, powers of observation, research and reflection were developed; curricular and pedagogical-didactic skills; as well as professional, personal and relational attitudes and values. These competences were developed, based on the methodology of investigation-action research and collaborative work, which helped to build new paths and considered other perspectives. Thus, the adoption of the different phases of the investigation-action methodology allowed the development of a critical, conscious and sustained practice, and the collaborative work was crucial to develop a common language, which enabled the discussion of practices and, consequently, the resolution of problems emerged in the two educational contexts. Thus, it is considered that the work developed enabled the student to act in context, while at the same time contributing to the construction of a personal and professional identity, which will certainly be useful to him when engaging in the future in new Educational practices.
Description
Keywords
Prática educativa Pedagogias desenvolvidas Educador Reflexivo Investigação-ação Profissional Colaborativo Educational practice Developed pedagogies Reflective Educator Investigation-action Collaborative Professional
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação