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Relatório de Estágio de Filipa dos Santos Oliveira
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.74 MB | Adobe PDF |
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Abstract(s)
O presente relatório incide sobre o percurso formativo desenvolvido no âmbito da Unidade Curricular de Prática Educativa Supervisionada (PES), inserida no 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação do Porto, sendo um requisito essencial para a obtenção do grau de Mestre. O presente documento reflete as experiências pedagógicas vividas nos dois contextos educativos, destacando a construção de práticas sustentadas em referenciais teórico-legais, numa perspetiva socioconstrutivista e holística. A prática foi orientada pela Metodologia de Investigação-Ação (I-A), possibilitando uma postura crítica, reflexiva e ética, apoiada num ciclo sistemático de observação, planificação, ação e reflexão. Na Educação Pré-Escolar, foi desenvolvido o projeto “Amigos do Mundo”, centrado nos interesses das crianças e com base na Metodologia de Trabalho de Projeto (MTP), promovendo aprendizagens significativas e interligadas em várias áreas do saber. No 1.º Ciclo, foram mobilizadas metodologias ativas como a Aprendizagem Cooperativa (AC) e a Rotação por Estações. O envolvimento das famílias e a colaboração entre todos os intervenientes — par pedagógico, docentes cooperantes, crianças/alunos e supervisoras — assumiu um papel central, contribuindo para o desenvolvimento de práticas educativas inclusivas e inovadoras. Ao longo do processo, foi promovido o desenvolvimento da identidade profissional da mestranda, enquanto educadora e professora crítica, comprometida com uma ação docente consciente, participativa e transformadora.
This report focuses on the formative path developed within the scope of the Curricular Unit of Supervised Educational Practice, part of the 2nd year of the Master's Degree in Pre-School Education and Primary Education at the School of Education of the Polytechnic of Porto, being an essential requirement for obtaining the Master's degree. This document reflects the pedagogical experiences lived in both educational contexts, highlighting the construction of practices grounded in theoretical and legal frameworks, within a socioconstructivist and holistic perspective. The educational practice was guided by the Action Research methodology, fostering a critical, reflective, and ethical posture, supported by a systematic cycle of observation, planning, action, and reflection. In the context of Pre-School Education, the project "Friends of the World" was developed, based on children's interests and rooted in the Project-Based Learning methodology, promoting meaningful and cross-curricular learning. In Primary Education, active methodologies such as Cooperative Learning and Station Rotation were implemented. The involvement of families and collaboration among all participants — pedagogical pair, cooperating teachers, children/students, and supervisors — played a central role, contributing to the development of inclusive and responsive educational practices. Throughout this process, the student teacher's professional identity was shaped, affirming her as a critical and engaged educator, committed to a conscious, participatory, and transformative teaching practice.
This report focuses on the formative path developed within the scope of the Curricular Unit of Supervised Educational Practice, part of the 2nd year of the Master's Degree in Pre-School Education and Primary Education at the School of Education of the Polytechnic of Porto, being an essential requirement for obtaining the Master's degree. This document reflects the pedagogical experiences lived in both educational contexts, highlighting the construction of practices grounded in theoretical and legal frameworks, within a socioconstructivist and holistic perspective. The educational practice was guided by the Action Research methodology, fostering a critical, reflective, and ethical posture, supported by a systematic cycle of observation, planning, action, and reflection. In the context of Pre-School Education, the project "Friends of the World" was developed, based on children's interests and rooted in the Project-Based Learning methodology, promoting meaningful and cross-curricular learning. In Primary Education, active methodologies such as Cooperative Learning and Station Rotation were implemented. The involvement of families and collaboration among all participants — pedagogical pair, cooperating teachers, children/students, and supervisors — played a central role, contributing to the development of inclusive and responsive educational practices. Throughout this process, the student teacher's professional identity was shaped, affirming her as a critical and engaged educator, committed to a conscious, participatory, and transformative teaching practice.
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Keywords
Prática educativa supervisionada Metodologia de investigação-ação Metodologia trabalho de projeto Aprendizagem cooperativa Supervised educational practice Action research methodology Project-based learning Cooperative learning
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CC License
Without CC licence