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Abstract(s)
O objetivo da Prática Educativa Supervisionada é conceder aos mestrandos a oportunidade de vivenciar uma experiência prática em contextos educativos. Neste sentido, o presente documento é denominado de Relatório de Estágio e surge no âmbito do plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, mais concretamente na Unidade Curricular Prática Educativa Supervisionada. É um requisito indispensável para a obtenção do grau de Mestre e tem como objetivo refletir a experiência vivenciada pela mestranda, ao longo da sua prática educativa, nos diferentes níveis de ensino. Este documento foi realizado articulando conhecimentos provenientes de todo o ciclo de estudos com os referentes teóricos e práticos, aliados à legislação vigente e às ações provenientes das práticas pedagógicas. Assim, vai ser apresentada uma reflexão crítica e sustentada, que procura refletir as competências e aprendizagens adquiridas pela mestranda ao longo deste trajeto. Além disso, será demonstrado o trabalho colaborativo entre os vários agentes educativos, isto é, o par pedagógico, as docentes cooperantes, as crianças, as famílias e as supervisoras institucionais. Trabalho este que foi fundamental para uma contínua melhoria das práticas educativas e da ação docente. No que se refere às ações pedagógicas, estas basearam-se na utilização de metodologias ativas e abordagens pedagógicas que colocaram as crianças no centro dos seus processos de aprendizagem. Além disso, foram adaptadas a cada criança partindo de ciclos de observação, ação, planificação e reflexão, característicos da metodologia de investigação-ação e metodologia de trabalho de projeto.
The purpose of Supervised Educational Practice is to provide master's students with the opportunity to experience practical experience in educational contexts. In this sense, this document is entitled of Internship Report and appears within the scope of the study plan for the 2nd year of the master’s degree in Pre-school Education and the 1st Cycle of Basic Education, more specifically in the Supervised Educational Practice curricular unit. It is one of the main requirements for obtaining the Master's degree and aims to reflect the experience lived by the master's student, throughout her educational practice, at the two different levels of education. This document was created by articulating knowledge from the entire study cycle, in conjunction with theoretical and practical references, combined with current legislation and actions arising from pedagogical practices. Thus, a critical and sustained reflection will be presented, which seeks to reflect the skills and learning acquired by the master's student throughout this journey. Also, the collaborative work between the various educational agents will be demonstrated, that is, the pedagogical pair, the cooperating teachers, the children, the families and the institutional supervisors, work that was fundamental for a continuous improvement of the educational practices and the teaching action. Regarding the pedagogical actions, these were based on the use of active methodologies and pedagogical approaches that placed the children at the centre of their learning processes, and that were adapted to them based on cycles of observation, action, planning and reflection, characteristic of the action-research methodology and Project Based Learning.
The purpose of Supervised Educational Practice is to provide master's students with the opportunity to experience practical experience in educational contexts. In this sense, this document is entitled of Internship Report and appears within the scope of the study plan for the 2nd year of the master’s degree in Pre-school Education and the 1st Cycle of Basic Education, more specifically in the Supervised Educational Practice curricular unit. It is one of the main requirements for obtaining the Master's degree and aims to reflect the experience lived by the master's student, throughout her educational practice, at the two different levels of education. This document was created by articulating knowledge from the entire study cycle, in conjunction with theoretical and practical references, combined with current legislation and actions arising from pedagogical practices. Thus, a critical and sustained reflection will be presented, which seeks to reflect the skills and learning acquired by the master's student throughout this journey. Also, the collaborative work between the various educational agents will be demonstrated, that is, the pedagogical pair, the cooperating teachers, the children, the families and the institutional supervisors, work that was fundamental for a continuous improvement of the educational practices and the teaching action. Regarding the pedagogical actions, these were based on the use of active methodologies and pedagogical approaches that placed the children at the centre of their learning processes, and that were adapted to them based on cycles of observation, action, planning and reflection, characteristic of the action-research methodology and Project Based Learning.
Description
Keywords
Prática educativa Criança Metodologias ativas Trabalho colaborativo Educational practice Child Active methodologies Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação