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Authors
Abstract(s)
O presente relatório foi sendo elaborado ao longo do segundo ano de mestrado, no âmbito da
Prática Educativa Supervisionada, para obtenção do grau de mestre em Educação Pré-Escolar e
Ensino do 1º Ciclo do Ensino Básico, retratando o percurso vivido no âmbito da formação docente
inicial. Esta revelou-se vital no desenvolvimento de uma identidade profissional docente ao
permitir a expansão e articulação de conhecimentos teóricos, pedagógicos e didáticos
potenciadores de uma práxis de participação centrada na criança e nas experiências a ela
proporcionadas à luz da intencionalidade pedagógica. No âmbito de interações qualitativas entre
os vários intervenientes do processo educativo, releva-se a presença fulcral da dimensão
colaborativa no sentido da emersão de conhecimento, e consequentemente no enriquecimento
da ação, através da partilha, reflexão e diálogo de diferentes perspetivas. Inscrevendo-se numa
perspetiva sacio construtivista, o vigente relatório, procura, através do enquadramento teórico e
legal e da seleção das ações pedagógicas desenvolvidas, ressaltar a visão da criança como
participante ativo no processo de aprendizagem, assim como a perspetiva do adulto sendo
mediador e estimulador das potencialidades de cada criança, atentando às suas especificidades
por intervenção da sua capacidade de observação e escuta atenta. Um outro pilar fulcral no
estímulo da capacidade reflexiva e indagatória cabe ao desenvolvimento da Metodologia de
lnvestigação-Ação, caracterizadora de uma prática investigativa com vista à transformação
tendo em conta ciclos de observação, planificação, ação, avaliação e reflexão. Assim, como
resultado de uma formação dupla, nasce o presente relatório, reflexo da articulação gradual de
conhecimentos conducentes a uma visão respeitadora e atenta do desenvolvimento global da
criança.
This report was written during the second year of the master's degree, within the scope of Supervised Educational Practice, for the award of the master's degree in Pre-school Education and Teaching in the1st Cycle of Basic Education, portraying the journey experienced in the context of initial teacher training. This proved to be vital in the development of a professional teaching identity by allowing the expansion and articulation of theoretical, pedagogical and didactic knowledge, which enhanced a practice of participation centred on the child and on the experiences provided to her in the light of pedagogical intentionality. ln the context of qualitative interactions between the various participants in the educational process, the central presence of the collaborative dimension is highlighted in the sense of the emergence of knowledge, and consequently the enrichment of action, through sharing, reflection and dialogue of different perspectives. Following a social constructivist perspective, this report seeks, through the theoretical and legal framework and the selection of the pedagogical actions developed, to highlight the vision of the child as an active participant in the learning process, as well as the perspective of the adultas a mediator and stimulator of each child's potential, paying attention to their specificities through observation and attentive listening. Another central pillar in stimulating the reflexive and investigative capacity is the development of the Research- Action Methodology, which characterises an investigative practice aimed at transformation, taking into account cycles of observation, planning, action, evaluation and reflection. Thus, as a result of a double training, this report is born, reflecting the gradual articulation of knowledge leading to a respectful and attentive vision of the child's global development.
This report was written during the second year of the master's degree, within the scope of Supervised Educational Practice, for the award of the master's degree in Pre-school Education and Teaching in the1st Cycle of Basic Education, portraying the journey experienced in the context of initial teacher training. This proved to be vital in the development of a professional teaching identity by allowing the expansion and articulation of theoretical, pedagogical and didactic knowledge, which enhanced a practice of participation centred on the child and on the experiences provided to her in the light of pedagogical intentionality. ln the context of qualitative interactions between the various participants in the educational process, the central presence of the collaborative dimension is highlighted in the sense of the emergence of knowledge, and consequently the enrichment of action, through sharing, reflection and dialogue of different perspectives. Following a social constructivist perspective, this report seeks, through the theoretical and legal framework and the selection of the pedagogical actions developed, to highlight the vision of the child as an active participant in the learning process, as well as the perspective of the adultas a mediator and stimulator of each child's potential, paying attention to their specificities through observation and attentive listening. Another central pillar in stimulating the reflexive and investigative capacity is the development of the Research- Action Methodology, which characterises an investigative practice aimed at transformation, taking into account cycles of observation, planning, action, evaluation and reflection. Thus, as a result of a double training, this report is born, reflecting the gradual articulation of knowledge leading to a respectful and attentive vision of the child's global development.
Description
Keywords
Colaboração Metodologia de investigação-ação Paradigma participativo Intencionalidade educativa Collaboration Action research methodology Participatory paradigm Educational intentionality
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação