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Authors
Abstract(s)
O presente relatório de estágio surge no âmbito da Unidade Curricular de Prática Educativa Supervisionada (PES), desenvolvida nos contextos de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, constituindo o eixo central da qualificação profissional, pelo que, além de apresentar e refletir criticamente sobre este momento, tem o objetivo de evidenciar o percurso formativo vivido pela futura docente.
A PES foi, assim, um espaço de crescimento pessoal e profissional, permitindo o desenvolvimento de capacidades e competências enquadradas nos Perfis de Desempenho Específicos do educador de infância e do professor do 1.º ciclo do ensino básico, assim como no saber, saber-fazer, saber-ser e saber-estar em educação. Para isto, contribuíram, ainda, as práticas educativas e os mais variados momentos critico-reflexivos sobre as mesmas.
A prática educativa implicou a mobilização de referenciais teórico-legais, sustentados no paradigma socio-construtivista, dando ênfase à ação da criança no seu processo de construção do conhecimento. Para tal, tornou-se imprescindível a utilização da metodologia de investigação-ação, pelo seu ciclo espiral e dinâmico: observação, planificação, ação, avaliação e reflexão, permitindo um desenvolvimento holístico num ambiente lúdico, didático, diferenciado e significativo.
Deste modo, o presente relatório constitui uma construção da identidade pessoal e profissional da mestranda.
This internship report is part of the Curricular Unit of Supervised Educational Practice (PES), developed in the contexts of Pre-School Education and 1st Cycle of Basic Education, under the Master's Degree in Pre-School Education and Teaching 1st Cycle of Basic Education, constituting the central axis of the professional qualification, reason why, in addition to presenting and reflecting critically on this moment, it has the objective of evidencing the formative course lived by the future teacher. PES was thus a space for personal and professional growth, allowing the development of skills and competences within the specific Performance Profiles of the kindergarten teacher and the elementary school teacher, as well as in the know- Do, know-how and know-how in education. For this, they also contributed to the educational practices and the most varied critical-reflexive moments about them. The educational practice involved the mobilization of theoretical-legal frameworks, based on the socio-constructivist paradigm, emphasizing the child's action in the process of knowledge construction. For this, it became necessary to use the research-action methodology, for its spiral and dynamic cycle: observation, planning, action, evaluation and reflection, allowing a holistic development in a playful, didactic, differentiated and significant environment. In this way, this report constitutes a construction of the personal and professional identity of the master
This internship report is part of the Curricular Unit of Supervised Educational Practice (PES), developed in the contexts of Pre-School Education and 1st Cycle of Basic Education, under the Master's Degree in Pre-School Education and Teaching 1st Cycle of Basic Education, constituting the central axis of the professional qualification, reason why, in addition to presenting and reflecting critically on this moment, it has the objective of evidencing the formative course lived by the future teacher. PES was thus a space for personal and professional growth, allowing the development of skills and competences within the specific Performance Profiles of the kindergarten teacher and the elementary school teacher, as well as in the know- Do, know-how and know-how in education. For this, they also contributed to the educational practices and the most varied critical-reflexive moments about them. The educational practice involved the mobilization of theoretical-legal frameworks, based on the socio-constructivist paradigm, emphasizing the child's action in the process of knowledge construction. For this, it became necessary to use the research-action methodology, for its spiral and dynamic cycle: observation, planning, action, evaluation and reflection, allowing a holistic development in a playful, didactic, differentiated and significant environment. In this way, this report constitutes a construction of the personal and professional identity of the master
Description
Keywords
Educação Educador de Infância Professor do 1.º Ciclo do Ensino Básico Criatividade Aprendizagem construtiva e significativa Education Childhood Educator Teacher of the 1st Cycle of Basic Education Creativity Constructive and meaningful learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação