Loading...
Publication
Relatório de estágio de Sara Catarina Valente Ribeiro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.43 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio enquadra-se no âmbito da unidade curricular de Prática Educativa Supervisionada, integrada no último ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, lecionado na Escola Superior de Educação do Porto. Este percurso formativo visa a profissionalização para o perfil duplo docente, conferindo o grau de mestre e habilitando para o exercício da docência nos dois primeiros níveis de ensino. Neste documento, foram mobilizados fundamentos teóricos e legais que sustentaram as práticas pedagógicas coerentes com as metodologias ativas em ambos os contextos, tendo destaque a Aprendizagem Cooperativa. Relativamente às metodologias abordadas destaca-se em particular, a Metodologia de Investigação-Ação, reconhecida pela sua estrutura formativa, cíclica e reflexiva, que permitiu observar, planear, agir e avaliar de forma sistemática, adaptando a intervenção educativa às necessidades, interesses e potencialidades do grupo. Paralelamente, a foi utilizada a Metodologia de Trabalho de Projeto, que possibilitou a construção de aprendizagens significativas, contextualizadas e centradas na criança. A prática pedagógica desenvolvida valorizou a criança como sujeito ativo na construção do seu próprio conhecimento, promovendo a sua participação, autonomia e criatividade. Este percurso formativo contribuiu, assim, para a consolidação de competências profissionais fundamentais, afirmando-se como um marco estruturante na construção da identidade docente da mestranda. A elaboração deste relatório permitiu consolidar e aprofundar um quadro teórico-legal, fundamentando uma ação educativa intencional, reflexiva e centrada no desenvolvimento integral da criança
This internship report is part of the Supervised Educational Practice curricular unit, integrated into the final year of the master’s degree in Preschool Education and Primary Education, taught at the Porto School of Education. This training path aims to professionalize students for a dual teaching profile, granting them the title of master and qualifying them to teach in the first two levels of education. This document mobilized theoretical and legal foundations that supported pedagogical practices consistent with active methodologies in both contexts, with emphasis on Cooperative Learning. Regarding the methodologies addressed, the Action Research Methodology stands out in particular, recognized for its formative, cyclical and reflective structure, which allowed for systematic observation, planning, action and evaluation, adapting the educational intervention to the needs, interests and potential of the group. At the same time, Project Work Methodology enabled the construction of meaningful, contextualized and child-centered learning. The pedagogical practice developed valued the child as an active subject in the construction of their own knowledge, promoting their participation, autonomy and creativity. This training path thus contributed to the consolidation of fundamental professional skills, establishing itself as a structuring milestone in the construction of the master's student's teaching identity. The preparation of this report allowed the consolidation and deepening of a theoretical-legal framework, supporting an intentional, reflective educational action focused on the integral development of the child.
This internship report is part of the Supervised Educational Practice curricular unit, integrated into the final year of the master’s degree in Preschool Education and Primary Education, taught at the Porto School of Education. This training path aims to professionalize students for a dual teaching profile, granting them the title of master and qualifying them to teach in the first two levels of education. This document mobilized theoretical and legal foundations that supported pedagogical practices consistent with active methodologies in both contexts, with emphasis on Cooperative Learning. Regarding the methodologies addressed, the Action Research Methodology stands out in particular, recognized for its formative, cyclical and reflective structure, which allowed for systematic observation, planning, action and evaluation, adapting the educational intervention to the needs, interests and potential of the group. At the same time, Project Work Methodology enabled the construction of meaningful, contextualized and child-centered learning. The pedagogical practice developed valued the child as an active subject in the construction of their own knowledge, promoting their participation, autonomy and creativity. This training path thus contributed to the consolidation of fundamental professional skills, establishing itself as a structuring milestone in the construction of the master's student's teaching identity. The preparation of this report allowed the consolidation and deepening of a theoretical-legal framework, supporting an intentional, reflective educational action focused on the integral development of the child.
Description
Keywords
Metodologia de Investigação-Ação Aprendizagem Cooperativa Metodologia de Trabalho de Projeto Criança Action Research Methodology Cooperative Learning Project Work Methodology Child
Citation
Publisher
CC License
Without CC licence