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Abstract(s)
Este relatório reflete o percurso de formação realizado no âmbito da Unidade Curricular Prática Educativa Supervisionada nas valências de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, sendo este um requisito parcial para obtenção do grau de mestre.
Ao longo da formação inicial adquiriram-se saberes científicos, pedagógicos, didáticos e de investigação que possibilitaram o desenvolvimento de práticas sustentadas, contextualizadas e significativas, enquadradas no paradigma socio construtivista. Desta forma, durante as práticas foi possível apropriar-se de saberes teóricos e mobilizá-los em contexto real, desenvolvendo uma atitude indagadora e reflexiva.
A metodologia de investigação-ação integra as fases da observação, planificação, ação, avaliação e reflexão e deteve também um papel preponderante no processo de aprendizagem da mestranda, tendo sido utilizada de forma cíclica.
Com efeito, procurou-se desenvolver práticas que promovessem aprendizagens significativas e efetivas para as diferentes crianças e que lhes permitissem serem construtoras ativas do seu próprio conhecimento, numa perspetiva holística do desenvolvimento da criança.
Em conformidade, os estágios desenvolvidos em ambos os contextos permitiram a construção de um perfil profissional duplo, através do desenvolvimento de competências, pessoais e profissionais, aliadas a processos colaborativos e reflexivos.
The present report reflects the education journey maid in the curricular modules of Supervised Educational Practice in the fields of Preschool and 1st Grade Education which are a part of the Masters Degree in Preschool and 1st Grade Education, being a partial requirement for the Masters Degree accomplishment. Throught this initial process were acquired scientific, pedagogical, educational and investigational knowledge’s that provided the development of practices that were sustainably proven and meaningful in the socio-constructivist paradigm. During these practices was possible to gather the teorical information and apply it in real life context, developing an inquiring and reflective attitude. The investigation-action methodology integrates the following stages, observation, planning, action, evaluation, reflection and had a preponderant role in the master’s learning process applied in a cyclical way. Thereby, that was a purpose of developing practices that promoted meaningful and real learning for all the children that helped them acquired knowledge that allowed them to be active and self sufficient in a holistic perspective. As a result, the stages developed in both contexts allowed the construction of a double profile, through the development of personal and professional skills that were blended with collaborative and reflexive processes
The present report reflects the education journey maid in the curricular modules of Supervised Educational Practice in the fields of Preschool and 1st Grade Education which are a part of the Masters Degree in Preschool and 1st Grade Education, being a partial requirement for the Masters Degree accomplishment. Throught this initial process were acquired scientific, pedagogical, educational and investigational knowledge’s that provided the development of practices that were sustainably proven and meaningful in the socio-constructivist paradigm. During these practices was possible to gather the teorical information and apply it in real life context, developing an inquiring and reflective attitude. The investigation-action methodology integrates the following stages, observation, planning, action, evaluation, reflection and had a preponderant role in the master’s learning process applied in a cyclical way. Thereby, that was a purpose of developing practices that promoted meaningful and real learning for all the children that helped them acquired knowledge that allowed them to be active and self sufficient in a holistic perspective. As a result, the stages developed in both contexts allowed the construction of a double profile, through the development of personal and professional skills that were blended with collaborative and reflexive processes
Description
Keywords
Educação Metodologia de Investigação-Ação Colaboração Perfil Duplo Education Investigation-Action Methodology Collaboration Double Profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação