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Authors
Abstract(s)
O presente relatório de estágio surge no âmbito da Unidade Curricular de Prática Educativa Supervisionada, inserida no plano de curso do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico e ministrada na Escola Superior de Educação do Politécnico do Porto. Este documento pretende espelhar as práticas vivenciadas ao longo da ação educativa desenvolvida nos dois contextos, da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico, referidas com mais pormenor.
Neste sentido, apresentam-se os pressupostos teóricos e legais que nortearam toda a prática profissional da docente estagiária, possibilitando a articulação intrínseca entre o quadro concetual e a ação educativa vivenciada, desenvolvendo a formação pessoal e profissional da mestranda. Além disso, todo o processo se baseia numa atitude investigativa por parte da mesma, aproximando-se das características de Metodologia de Investigação-Ação, na medida em que todas as decisões se regeram pelo ciclo de observação, planificação, ação e reflexão.
Assim sendo, todas as atividades propostas e descritas no último capítulo tiveram enfoque nos interesses, necessidades e dificuldades das crianças, dando-lhes voz ativa e responsável na construção das suas aprendizagens. Efetivamente, as crianças devem ser vistas como os principais agentes da ação educativa e, por isso, foi desenvolvida uma prática sustentada no ensino socioconstrutivista, baseado nos princípios defendidos por Vygotsky (1991).
Tendo em consideração todos os aspetos supramencionados, o relatório de estágio termina com uma reflexão acerca de todo o percurso realizado pela mestranda, evidenciando os sentimentos e as adversidades ultrapassadas pela mesma.
This internship report appears within the scope of the Prática Educativa Supervisionada, inserted in the course plan of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and taught at the Escola Superior de Educação do Politécnico do Porto. This document intends to reflect the ventures lived through the educational practices developed in the two contexts, Pre-primary Education and 1st Cycle of Basic Education, analyzed in much more detail. In this sense, the theoretical and legal assumptions that guided all the professional practice of the intern shall be presented, thus allowing the intrinsic articulation between the conceptual framework and educational action experienced to be acknowledged, and also the development of the personal and professional formation of the masters student. In addition, the whole process is based on a research on behalf of the student, that focuses on approaching the characteristics of Research-Action Methodology, keeping in mind that all decisions were governed by the cycle of observation, planning, action and reflection. Therefore, all activities proposed and described in the last chapter focused on the children's interests, needs and difficulties, giving them an active and responsible voice in the construction of their learning. Effectively, children should be seen as the main agents of educational action and, therefore, a sustained practice in socio-constructivist teaching practices has been developed, almost solely based on the principles defended by Vygotsky (1991). Taking into account all of the aforementioned aspects, the internship report ends with a reflection on the whole course carried out by the master student, also demonstrating the feelings and difficulties that have been overcome by it.
This internship report appears within the scope of the Prática Educativa Supervisionada, inserted in the course plan of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and taught at the Escola Superior de Educação do Politécnico do Porto. This document intends to reflect the ventures lived through the educational practices developed in the two contexts, Pre-primary Education and 1st Cycle of Basic Education, analyzed in much more detail. In this sense, the theoretical and legal assumptions that guided all the professional practice of the intern shall be presented, thus allowing the intrinsic articulation between the conceptual framework and educational action experienced to be acknowledged, and also the development of the personal and professional formation of the masters student. In addition, the whole process is based on a research on behalf of the student, that focuses on approaching the characteristics of Research-Action Methodology, keeping in mind that all decisions were governed by the cycle of observation, planning, action and reflection. Therefore, all activities proposed and described in the last chapter focused on the children's interests, needs and difficulties, giving them an active and responsible voice in the construction of their learning. Effectively, children should be seen as the main agents of educational action and, therefore, a sustained practice in socio-constructivist teaching practices has been developed, almost solely based on the principles defended by Vygotsky (1991). Taking into account all of the aforementioned aspects, the internship report ends with a reflection on the whole course carried out by the master student, also demonstrating the feelings and difficulties that have been overcome by it.
Description
Keywords
Prática Educativa Criança Formação docente Metodologia de Investigação-Ação Socioconstrutivismo Educational Practice Child Teacher development Action-Research Methodology Socioconstrutivism
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação