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Abstract(s)
O presente relatório descreve o processo de formação desenvolvido na Unidade Curricular Prática Educativa Supervisionada (PES), sendo este um dos principais requisitos para a obtenção do grau de mestre em Educação Pré-Escolar (EPE) e Ensino no 1º Ciclo do Ensino Básico (1ºCEB), conforme DL nº 79 de 2014. Apresenta construtos teóricos e normativos legais mobilizados na Prática Educativas Supervisionada (PES) nas duas valências do mestrado.
Metodologicamente apresenta a Investigação-Ação, a qual potenciou momentos de observação, planificação, reflexão, ação e avaliação. Este processo cíclico fomentou o profissional reflexivo e investigativo favorecendo o melhoramento das práticas educativas e a transformação da profissionalidade docente. A ação inspirou-se num paradigma construtivo e decorreu num ambiente de co-construção que valorizou o par de formação, os cooperantes institucionais e supervisores e restante comunidade educativa. Pautou-se por um dever ético exigente que valorizou o aluno no processo de aprendizagem.
Descreve, ainda, de forma fundamentada a natureza evolutiva do conhecimento profissional relevando o saber, o saber-fazer e ser. Nesta perspetiva valoriza-se o processo de co-construção do conhecimento profissional, enriquecido no trabalho colaborativo em díade de formação, com o professor cooperante e supervisor institucional, além da comunidade escolar. Neste sentido, todo o percurso representado ao longo do relatório fomentou o desenvolvimento de capacidades que permitiram a realização de práticas inclusivas e significativas e o crescimento profissional e pessoal, caracterizado pela construção de novos saberes, com o intuito de responder aos interesses e necessidades de todas as crianças.
The present report describes the training process carried out in the Curricular Unit of Supervised Educational Practice (SEP), which is one of the main requirements for obtaining a master's degree in Pre-School Education (PSE) and Teaching in the 1st Cycle of Basic Education (1st CBE), according to DL nº 79/2014. It presents theoretical constructs and legal norms mobilized in the Supervised Educational Practice (SEP) in both fields of the master's degree. Methodologically, it presents the Research-Action, which provided moments of observation, planning, reflection, action, and evaluation. This cyclical process fostered reflective and investigative professionals, promoting the improvement of educational practices and the transformation of teaching professionalism. The action was inspired by a constructive paradigm and took place in a co-construction environment that valued the training pair, institutional partners, supervisors, and the wider educational community. It was guided by demanding ethical duty that valued the student in the learning process. Furthermore, this report also describes in a justified manner the evolving nature of professional knowledge, highlighting knowing, doing, and being. In this perspective, the process of co-constructing professional knowledge is valued, enriched through collaborative work in the training dyad with the cooperating teacher and institutional supervisor, as well as the school community. In this sense, the entire journey represented throughout the report fostered the development of abilities that enabled inclusive and meaningful practices, as well as professional and personal growth characterized by the construction of new knowledge to meet the interests and needs of all children.
The present report describes the training process carried out in the Curricular Unit of Supervised Educational Practice (SEP), which is one of the main requirements for obtaining a master's degree in Pre-School Education (PSE) and Teaching in the 1st Cycle of Basic Education (1st CBE), according to DL nº 79/2014. It presents theoretical constructs and legal norms mobilized in the Supervised Educational Practice (SEP) in both fields of the master's degree. Methodologically, it presents the Research-Action, which provided moments of observation, planning, reflection, action, and evaluation. This cyclical process fostered reflective and investigative professionals, promoting the improvement of educational practices and the transformation of teaching professionalism. The action was inspired by a constructive paradigm and took place in a co-construction environment that valued the training pair, institutional partners, supervisors, and the wider educational community. It was guided by demanding ethical duty that valued the student in the learning process. Furthermore, this report also describes in a justified manner the evolving nature of professional knowledge, highlighting knowing, doing, and being. In this perspective, the process of co-constructing professional knowledge is valued, enriched through collaborative work in the training dyad with the cooperating teacher and institutional supervisor, as well as the school community. In this sense, the entire journey represented throughout the report fostered the development of abilities that enabled inclusive and meaningful practices, as well as professional and personal growth characterized by the construction of new knowledge to meet the interests and needs of all children.
Description
Keywords
Prática educativa supervisionada Criança Metodologia investigação-ação Trabalho colaborativo Supervised educational practice Child Research-action methodology Collaborative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação