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Authors
Abstract(s)
O presente relatório surge na sequência da formação inicial de docência, em
contexto de estágio e alicerça o caminho percorrido ao longo da unidade
curricular Prática Educativa Supervisionada, inserida no Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Este documento objetiva e evidencia o processo de formação profissional,
refletindo-se no progresso da ação educativa e na promoção de atitudes
favoráveis ao crescimento da criança. Ademais, apresenta ainda os projetos
realizados em torno da temática transversal – literatura para a infância, apesar
de na Educação Pré-Escolar ter sido promovido em contexto presencial e no 1.º
Ciclo do Ensino Básico em Ensino a Distância.
A construção da identidade profissional na formação de perfil duplo
apropriou-se da dualidade entre a teoria e a prática e asseverou a excelência da
ação desenvolvida. Com efeito, a articulação e mobilização de saberes teóricos e
legais com a prática educativa, partindo de uma postura de indagação e
desempenhando uma atitude crítica, reflexiva e investigativa, levaram à
profissionalidade docente e, concomitantemente, ao desenvolvimento
consonante das crianças.
Constituindo-se como aspetos basilares da ação, a imagem reflexiva
associada à interação e colaboração possíveis de vivenciar nos contextos,
permitiram que se compreendesse a complexidade da sua realidade. Deste
modo, a Prática Educativa Supervisionada preconizou oportunidades de
desenvolver o pensamento e a ação, o que levou à criação de práticas inovadoras
e pertinentes que assumiram a criança como a principal razão da
intencionalidade educativa, tal como se apresenta no seguimento deste
relatório.
The following report comes up from the initial teaching training, in the context of an internship and consolidating the path taken along the curricular unit Supervised Educational Practice, included in a Master’s Degree in Preschool Education and Primary Education. This document look forward and highlights the process of professional formation, reflected in the progress of educational act plus the promotion of favorable attitudes to the growth of the child. In addition, it also presents the projects developed around the cross-sectional theme – literature for childhood, although in Pre-school education has been promoted in a presential context and in the 1st cycle of Basic Education promoted at distance education. The construction of professional identity in the formation of double profile appropriated the duality between theory and practice and ensured the excellence of the developed action. Indeed, the articulation and mobilization of theoretical and legal knowledge with educational practice, starting from a posture of inquiry and performing a critical, reflective and investigative attitude, led to teaching professionalism and concurrently with the children’s consonant development. Establishing as basic aspects of the action, the reflective image associated with the interaction and collaboration possible to experience in the contexts, allowed us to understand the complexity of its reality. In this way, Supervised Educational Practice has advocated opportunities to develop thinking and action, which has led to the creation of innovative and relevant practices who have taken the child as the main reason for the intentionality of education, as set out in the follow up report.
The following report comes up from the initial teaching training, in the context of an internship and consolidating the path taken along the curricular unit Supervised Educational Practice, included in a Master’s Degree in Preschool Education and Primary Education. This document look forward and highlights the process of professional formation, reflected in the progress of educational act plus the promotion of favorable attitudes to the growth of the child. In addition, it also presents the projects developed around the cross-sectional theme – literature for childhood, although in Pre-school education has been promoted in a presential context and in the 1st cycle of Basic Education promoted at distance education. The construction of professional identity in the formation of double profile appropriated the duality between theory and practice and ensured the excellence of the developed action. Indeed, the articulation and mobilization of theoretical and legal knowledge with educational practice, starting from a posture of inquiry and performing a critical, reflective and investigative attitude, led to teaching professionalism and concurrently with the children’s consonant development. Establishing as basic aspects of the action, the reflective image associated with the interaction and collaboration possible to experience in the contexts, allowed us to understand the complexity of its reality. In this way, Supervised Educational Practice has advocated opportunities to develop thinking and action, which has led to the creation of innovative and relevant practices who have taken the child as the main reason for the intentionality of education, as set out in the follow up report.
Description
Keywords
Criança Literatura para a Infância Prática Educativa Educação Pré-Escolar e 1.º Ciclo do Ensino Básico Reflexão Children Child Literature Educational practice Pre-school Education and 1st cycle of Basic Education Reflection
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação