| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.02 MB | Adobe PDF |
Authors
Abstract(s)
A elaboração do presente relatório de estágio decorre do percurso desenvolvido em contexto de ação docente, com o objetivo de espelhar a ação e reflexão decorrentes do estágio em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, no âmbito da unidade curricular de Prática Educativa Supervisionada. A unidade curricular permitiu a mobilização de saberes legais, teóricos, pedagógicos e didáticos que, aliados a valores e crenças, conduziram a um crescimento pessoal e profissional fundamentais nesta fase de formação. Importa ainda evidenciar que a interação colaborativa entre pares, muito presente durante todo este período, aliada à metodologia de investigação-ação, caracterizada pelo seu processo cíclico de observação, ação, reflexão e avaliação, levou à adoção de uma postura reflexiva que permitiu o desenvolvimento de uma capacidade de pensar e agir em cada contexto.
Seguindo esta linha de pensamento e defendendo-se uma prática de participação, a criança esteve no centro de todo o processo de ensino aprendizagem. Para esse efeito, consideraram-se os seus interesses, conhecimentos prévios e necessidades, de forma a se potenciar momentos nos quais a aprendizagem fosse colaborativa e significativa, valorizando-se o desenvolvimento holístico da criança.
Assim, a postura autorreflexiva, sistemática, participativa e colaborativa, adotada no decurso deste percurso de formação inicial, deu origem à construção de saberes pessoais e profissionais, que constroem um perfil profissional docente, que será desenvolvido ao longo da vida.
The elaboration of the present report, is based on the path developed in the context of a teaching activity, with the purpose of reproducing the action and reflection resulting from the internship in pre-school education and in 1st Cycle of Basic Education within the scope of the curricular unit of Supervised Educational Practice. This curricular unit allowed the mobilization of legal, theoretical, pedagogical and didactic knowledge that, alongside with values and beliefs, led to a crucial personal and professional growth in this stage of formation. It is also important to point out that the collaborative interaction between pairs, which is very present throughout this period, in common with the research-action methodology, characterized by its cyclical process of observation, action, reflection and evaluation, led to the adoption of a reflexive posture that allowed the development of an ability to think and act in each context. Following this line of thought and preserving a practice of participation, children were at the centre of the whole process of teaching-learning. To that end, their interests, prior knowledge and needs were considered, in order to foster moments in which learning was collaborative and meaningful, valuing the holistic development of the child. Therefore, the self-reflexive, systematic, participatory and collaborative posture, adopted during this initial training course, gave rise to the construction of personal and professional knowledge, which builds a professional teaching profile that will be developed throughout life.
The elaboration of the present report, is based on the path developed in the context of a teaching activity, with the purpose of reproducing the action and reflection resulting from the internship in pre-school education and in 1st Cycle of Basic Education within the scope of the curricular unit of Supervised Educational Practice. This curricular unit allowed the mobilization of legal, theoretical, pedagogical and didactic knowledge that, alongside with values and beliefs, led to a crucial personal and professional growth in this stage of formation. It is also important to point out that the collaborative interaction between pairs, which is very present throughout this period, in common with the research-action methodology, characterized by its cyclical process of observation, action, reflection and evaluation, led to the adoption of a reflexive posture that allowed the development of an ability to think and act in each context. Following this line of thought and preserving a practice of participation, children were at the centre of the whole process of teaching-learning. To that end, their interests, prior knowledge and needs were considered, in order to foster moments in which learning was collaborative and meaningful, valuing the holistic development of the child. Therefore, the self-reflexive, systematic, participatory and collaborative posture, adopted during this initial training course, gave rise to the construction of personal and professional knowledge, which builds a professional teaching profile that will be developed throughout life.
Description
Keywords
Criança Educação Socioconstrutivismo Metodologia de investigação-ação Child Education Socioconstructivism Research-action methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação