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Publication
Relatório de Estágio de Catarina Alexandra da Silva Ribeiro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.15 MB | Adobe PDF |
Abstract(s)
O presente documento, intitulado Relatório de Estágio, reflete o percurso pedagógico desenvolvido no âmbito da unidade curricular de Prática Educativa Supervisionada, inserida no plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto. Esta formação visa a obtenção do grau de Mestre com habilitação para a docência nas duas valências referidas. Desta forma, o relatório apresenta uma reflexão crítica sobre a experiência da mestranda, integrando saberes teóricos e práticos adquiridos ao longo do percurso formativo, articulados com a legislação em vigor. Esta articulação permitiu desenvolver uma ação educativa fundamentada, crítica e reflexiva, centrada na criança enquanto sujeito ativo da sua aprendizagem. Destaca-se o trabalho colaborativo entre os diversos intervenientes, par pedagógico, docentes cooperantes, supervisoras institucionais, famílias e crianças, como elemento essencial para o crescimento profissional da mestranda e melhoria contínua das práticas educativas. As práticas pedagógicas implementadas foram sustentadas na metodologia de investigação-ação, desenvolvida em ciclos de observação, planificação, intervenção e avaliação, permitindo uma constante adaptação às necessidades e interesses das crianças. Além disso, a utilização de metodologias ativas como a Metodologia de Trabalho de Projeto promoveu aprendizagens significativas, reforçando a intencionalidade educativa e potenciando o desenvolvimento integral e holístico das crianças.
This document, entitled Internship Report, reflects the pedagogical journey undertaken within the scope of the curricular unit Supervised Educational Practice, part of the second-year curriculum of the Master’s Degree in Preschool and Primary Education at the School of Education, Polytechnic Institute of Porto. This programme confers a Master’s degree that qualifies graduates to teach at both educational levels mentioned. The report presents a critical reflection on the author’s internship experience, integrating the theoretical and practical knowledge acquired throughout training, in accordance with current educational legislation. This integration supported the development of a grounded, critical, and reflective educational approach, centered on the child as an active participant in their own learning process. It underscores the importance of collaborative work among all participants, teaching pairs, cooperating teachers, institutional supervisors, families, and children as a key factor in the author’s professional development and in the continuous enhancement of educational practices. The pedagogical strategies implemented were based on the action research methodology, undertaken through iterative cycles of observation, planning, intervention, and evaluation, thereby allowing ongoing adaptation to the children’s needs and interests. Furthermore, the use of active methodologies, such as Project-Based Learning, promoted meaningful learning experiences, reinforced educational intentionality, and supported the holistic development of the children.
This document, entitled Internship Report, reflects the pedagogical journey undertaken within the scope of the curricular unit Supervised Educational Practice, part of the second-year curriculum of the Master’s Degree in Preschool and Primary Education at the School of Education, Polytechnic Institute of Porto. This programme confers a Master’s degree that qualifies graduates to teach at both educational levels mentioned. The report presents a critical reflection on the author’s internship experience, integrating the theoretical and practical knowledge acquired throughout training, in accordance with current educational legislation. This integration supported the development of a grounded, critical, and reflective educational approach, centered on the child as an active participant in their own learning process. It underscores the importance of collaborative work among all participants, teaching pairs, cooperating teachers, institutional supervisors, families, and children as a key factor in the author’s professional development and in the continuous enhancement of educational practices. The pedagogical strategies implemented were based on the action research methodology, undertaken through iterative cycles of observation, planning, intervention, and evaluation, thereby allowing ongoing adaptation to the children’s needs and interests. Furthermore, the use of active methodologies, such as Project-Based Learning, promoted meaningful learning experiences, reinforced educational intentionality, and supported the holistic development of the children.
Description
Keywords
Aprendizagens significativas Metodologia de investigação-ação Prática educativa supervisionada Trabalho colaborativo Meaningful learning Action research methodology Supervised educational practice Collaborative work
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CC License
Without CC licence