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Authors
Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular de
Prática Educativa Supervisionada e foi desenvolvida nos contextos de
Educação Pré-Escolar e o 1º Ciclo do Ensino Básico e reflete criticamente,
analisa e descreve as práticas desenvolvidas.
A PES nos dois contextos educativos permitiu uma construção de um perfil
duplo, através do desenvolvimento de características pessoais e profissionais
que possibilitaram a prática a ser desenvolvida. Este perfil de docência duplo
permite ainda a transição entre níveis educativos na medida em que conhece
as especificidades de cada um.
No contexto de estágio procurou-se desenvolver páticas que promovessem
aprendizagens significativas para a criança, apoiadas na metodologia de
investigação-ação que permitiu, observar os grupos de crianças, planificar e
refletir sobre as ações desenvolvidas. O trabalho colaborativo entre os
intervenientes educativos foi uma mais-valia no processo formativo.
Deste modo tendo em consideração as características, interesses e
necessidades das crianças, procurou-se desenvolver em ambos os contextos
uma prática sustentada no paradigma socioconstrutivista, dando à criança o
papel de construtora do seu próprio conhecimento e ao docente o papel de
mediador.
The present report appears in the context of the supervised educational practice curricular unit an it was developed in the contexts of pre school and primary education. It reflects critically, analyses and describes the methods used. The supervised educational practice in both contexts, pre school and primary, allowed the building of a double profile through the development of personal and professional characteristics that enabled the methods to be developed. This double teaching profile also allows the transition between educational levels through the recognition of each and every one’s specificities. Considering the internship it was aimed to develop methods that promoted significant learning to the child, based on the action-investigation methodology which allowed to observe groups of children, plan and reflect about the developed actions. The cooperative work between the educational participants was an extra value to the formative process. This way, considering the characteristics, interests and children’s needs, we tried to develop in both contexts, a teaching method supported on the social construtivist paradigm, giving the child the role to build its own knowledge and the teacher the role of a mediator.
The present report appears in the context of the supervised educational practice curricular unit an it was developed in the contexts of pre school and primary education. It reflects critically, analyses and describes the methods used. The supervised educational practice in both contexts, pre school and primary, allowed the building of a double profile through the development of personal and professional characteristics that enabled the methods to be developed. This double teaching profile also allows the transition between educational levels through the recognition of each and every one’s specificities. Considering the internship it was aimed to develop methods that promoted significant learning to the child, based on the action-investigation methodology which allowed to observe groups of children, plan and reflect about the developed actions. The cooperative work between the educational participants was an extra value to the formative process. This way, considering the characteristics, interests and children’s needs, we tried to develop in both contexts, a teaching method supported on the social construtivist paradigm, giving the child the role to build its own knowledge and the teacher the role of a mediator.
Description
Keywords
Perfil duplo Aprendizagens significativas Metodologia de investigação-ação Socioconstrutivismo Double profile Significant learning Action investigation methodology Social Construtivist
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação