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Authors
Abstract(s)
Sendo um documento essencial na construção da profissionalidade docente da estagiária, o presente relatório incorpora uma apresentação e reflexão acerca do percurso percorrido ao longo dos estágios em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico no âmbito da Unidade Curricular da Prática Educativa Supervisionada, inserida no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Espelhando o processo formativo da PES num perfil duplo surgem os referenciais teóricos e legais que sustentaram as ações desenvolvidas em contexto, aliados a uma caraterização e reflexão acerca das singularidades dos contextos educativos e das crianças com os quais a mestranda desenvolveu a sua prática. A análise e reflexão dos mesmos permitiram desenvolver ações significativas com as crianças, tendo em vista o seu desenvolvimento holístico e uma continuidade educativa inerente ao perfil duplo da docência, numa perspetiva socio construtivista, segundo a qual a criança é encarada como o centro do processo educativo, desempenhando um papel ativo nesse mesmo processo.
Assentes numa metodologia de investigação-ação, as práticas educativas fomentaram o desenvolvimento da capacidade reflexiva pelo trabalho colaborativo e pelos processos de observação, planificação, ação e avaliação, proporcionando oportunidades para ações mais inovadoras e com sentido, capazes de provocar transformações no contexto e na futura profissional. O facto de ter agido nos dois contextos permitiu a construção do perfil duplo quer ao nível da continuidade educativa, quer ao nível do desenvolvimento e conhecimento de crianças.
The document you are currently reading has been an essential tool for the development of the intern as a professional teacher and educator, as this incorporates a presentation and reflection about her path during the internships in Preschool education and Primary Education integrated in the curricular unit of Supervised Educational Practice that is inserted in the Masters of Preschool education and teaching primary school’s study programme. Reflecting the formative process of the SED in a double profile emerge theoretical references and legal that sustained the developed actions in context, allied to a characterization and reflection about the singularities of the educational contexts and of the children with whom the master’s student developed her practice. The analyses and deliberation of this allowed the development of significant actions with the enfants, in order to increase the masters student holistic development and an educational continuity inherent to the double profile of teaching in a perspective socio constructive, in which the child is seen as center of the educational process performing an active role in that same process. Rooted in a methodology of research-action, the educational practices instigated the development of the reflexive capacity by the collaborative work and the observation processes, planification, action and evaluation, providing opportunities for actions more innovative and meaningful, capable of trigging transformations in the context and professional future. The fact that the master student acted in both contexts of education, previously mentioned, allowed the construction of a double profile either in a level of educational continuity and level of the growth and development of the children.
The document you are currently reading has been an essential tool for the development of the intern as a professional teacher and educator, as this incorporates a presentation and reflection about her path during the internships in Preschool education and Primary Education integrated in the curricular unit of Supervised Educational Practice that is inserted in the Masters of Preschool education and teaching primary school’s study programme. Reflecting the formative process of the SED in a double profile emerge theoretical references and legal that sustained the developed actions in context, allied to a characterization and reflection about the singularities of the educational contexts and of the children with whom the master’s student developed her practice. The analyses and deliberation of this allowed the development of significant actions with the enfants, in order to increase the masters student holistic development and an educational continuity inherent to the double profile of teaching in a perspective socio constructive, in which the child is seen as center of the educational process performing an active role in that same process. Rooted in a methodology of research-action, the educational practices instigated the development of the reflexive capacity by the collaborative work and the observation processes, planification, action and evaluation, providing opportunities for actions more innovative and meaningful, capable of trigging transformations in the context and professional future. The fact that the master student acted in both contexts of education, previously mentioned, allowed the construction of a double profile either in a level of educational continuity and level of the growth and development of the children.
Description
Keywords
Professor reflexivo Metodologia de Investigação-ação Socioconstrutivismo Educação de Infância e 1.º CEB Processo Colaborativo Reflexive professor Methodology of Investigation Social-constructivism Preschool Education and Primary Education Collaborative Process
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação