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Aprendendo juntos: O poder da cooperação no desenvolvimento holístico da criança
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VI
RESUMO ANALÍTICO
O presente relatório surge no âmbito da Unidade Curricular Prática Educativa Supervisionada, integrada no 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, que permite a profissionalização para um perfil duplo docente.
Este documento intenciona a descrição e reflexão do percurso realizado ao longo da Prática Educativa Supervisionada, nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, mobilizando saberes científicos, legais e pedagógicos. O percurso formativo sustentou-se na metodologia de Investigação-Ação, processo cíclico que abrange as fases de observação, planificação, ação e reflexão, possibilitando a melhoria do desempenho pedagógico.
As práticas educativas desenvolvidas basearam-se no paradigma socioconstrutivista, no qual as crianças ocupam o centro da ação educativa enquanto protagonistas da sua aprendizagem, cabendo ao docente o papel de mediador, facilitador e organizador, que acolhe, inspira e motiva. Assim sendo, procurou-se proporcionar experiências ricas e estimulantes, que promovem aprendizagens significativas, a fim de as crianças alcançarem os conhecimentos, capacidades e atitudes preconizados nos documentos curriculares estruturantes. Essas práticas envolveram, igualmente, a comunidade educativa e as famílias, reconhecendo a importância da articulação entre os diversos contextos de vida da criança.
Para a construção da identidade profissional, demonstrou-se fundamental a reflexão, marcada por uma atitude indagadora e critica, que permitiu tomar decisões sobre a prática e adaptá-la às características de cada criança. Neste relatório, salienta-se, também, o trabalho cooperativo entre a mestranda, as crianças, o par pedagógico, as orientadoras cooperantes e as supervisoras institucionais, que favoreceu o intercâmbio de saberes e a reflexão conjunta.
The following report comes within the scope of the Supervised Educational Practice Curricular Unit, integrated in the 2nd year of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, which allows the professionalization for a dual teacher profile. This document aims to describe and reflect the path taken along the Supervised Educational Practice, in the contexts of Pre-School Education and 1st Cycle of Basic Education, mobilizing scientific, pedagogical and legal knowledge. This formative path was based on the Action Research Methodology, a cyclical process that covers the phases of observation, planning, action and reflection, enabling the improvement of pedagogical performance. The educational practices developed were based on a socioconstructivist paradigm, in which children occupy the center of educational action as the protagonists of their learning, with the teacher playing the role of mediator, facilitator and organiser, who welcomes, inspires and motivates. As such, the aim was to provide rich and stimulating experiences that promote meaningful learning, in order for children to reach the knowledge, skills and attitudes recommended in the structuring curricular documents. These practices also involved the educational community and families, recognizing the importance of the articulation between the various contexts of the child's life. For the construction of professional identity, reflection was proved to be fundamental, marked by an inquiring and critical attitude, which allowed making decisions about practice and adapting it to the characteristics of each child. This report also highlights the collaborative work between the master´s student, the children, the pedagogical pair, the cooperating counsellors and the institutional supervisors, which favored the exchange of knowledge and joint reflection.
The following report comes within the scope of the Supervised Educational Practice Curricular Unit, integrated in the 2nd year of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, which allows the professionalization for a dual teacher profile. This document aims to describe and reflect the path taken along the Supervised Educational Practice, in the contexts of Pre-School Education and 1st Cycle of Basic Education, mobilizing scientific, pedagogical and legal knowledge. This formative path was based on the Action Research Methodology, a cyclical process that covers the phases of observation, planning, action and reflection, enabling the improvement of pedagogical performance. The educational practices developed were based on a socioconstructivist paradigm, in which children occupy the center of educational action as the protagonists of their learning, with the teacher playing the role of mediator, facilitator and organiser, who welcomes, inspires and motivates. As such, the aim was to provide rich and stimulating experiences that promote meaningful learning, in order for children to reach the knowledge, skills and attitudes recommended in the structuring curricular documents. These practices also involved the educational community and families, recognizing the importance of the articulation between the various contexts of the child's life. For the construction of professional identity, reflection was proved to be fundamental, marked by an inquiring and critical attitude, which allowed making decisions about practice and adapting it to the characteristics of each child. This report also highlights the collaborative work between the master´s student, the children, the pedagogical pair, the cooperating counsellors and the institutional supervisors, which favored the exchange of knowledge and joint reflection.
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Keywords
Prática educativa supervisionada Perfil duplo docente Metodologia de investigação-ação Trabalho cooperativo Supervised educational practice Dual teacher profile Action research methodology Collaborative work
Pedagogical Context
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Without CC licence