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Abstract(s)
O presente Relatório de Estágio tem como propósito principal refletir
criticamente sobre o percurso de desenvolvimento profissional da mestranda,
emergente da Prática Pedagógica Supervisionada (PPS) nos contextos de
Educação Pré-Escolar e do 1º Ciclo do Ensino Básico, no âmbito do Mestrado
em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
A PPS afigurou-se como um espaço de crescimento pessoal e profissional e,
por isso, um momento ímpar na construção da identidade da futura docente,
uma vez que potenciou o desenvolvimento de capacidades e competências
associadas ao saber ensinar a aprender, ao saber-fazer, saber-ser e saber-estar
em educação. Para tal, foi necessária uma atitude indagadora, investigativa,
crítica e reflexiva, que permitisse agir com intencionalidade pedagógica, bem
como um alargamento e aprofundamento das referências teórico-legais.
Nesta linha de pensamento, a metodologia de investigação-ação constituiu
o pilar do desenvolvimento profissional, pessoal e social da mestranda. Com
efeito, a ação educativa obedeceu a um processo cíclico, através da articulação
das diferentes etapas desta metodologia, que potenciou a construção de uma
prática sustentada e contextualizada, mobilizando características inerentes ao
paradigma socio construtivista e proporcionando aprendizagens significativas
e construtivas às crianças.
Em suma, este Relatório de Estágio assume-se como um documento
formativo que evidencia os desafios e os obstáculos decorrentes da PPS, que
possibilitaram a construção da identidade profissional da mestranda, assente
na aprendizagem sobre o que é ser educador e professor, assim como na
consciencialização da essência da educação.
The main purpose of this Internship Report is to reflect critically on the professional development of the graduate student, emerging from the Pedagogical Practice Supervised (PPS) in the context of pre-school education and the 1st CEB Basic Education within the Master’s Degree in Preschool Education and Teaching of the 1st CEB Basic Education. The PPS allowed for the personal and professional growth of the graduate student and therefore it became a unique moment in the construction of the identity of the future teacher, for it potentiated the development of skills and competencies associated with knowing how to teach others to learn, with know-how and with knowing how to be and act in education. This required an inquisitive, investigative, critical and reflexive attitude, which allowed acting with pedagogical intent, as well as the broadening and deepening of the theoretical and legal references. Having this in mind, the action-research methodology was the pillar of the professional, personal and social development of the graduate student. As a matter of fact, the educational action followed a cyclical process, through the articulation of different stages of this methodology, which potentiated the construction of a sustained and contextualized practice, mobilizing characteristics inherent to the constructivist social paradigm and providing meaningful and constructive learning experiences for the children. In short, this Internship Report is seen as a training document that highlights the challenges and obstacles resulting from the PPS, which made possible the construction of the professional identity of the graduate student, based on learning about what it means to be an educator and a teacher, as well as the awareness of what the essence of education is.
The main purpose of this Internship Report is to reflect critically on the professional development of the graduate student, emerging from the Pedagogical Practice Supervised (PPS) in the context of pre-school education and the 1st CEB Basic Education within the Master’s Degree in Preschool Education and Teaching of the 1st CEB Basic Education. The PPS allowed for the personal and professional growth of the graduate student and therefore it became a unique moment in the construction of the identity of the future teacher, for it potentiated the development of skills and competencies associated with knowing how to teach others to learn, with know-how and with knowing how to be and act in education. This required an inquisitive, investigative, critical and reflexive attitude, which allowed acting with pedagogical intent, as well as the broadening and deepening of the theoretical and legal references. Having this in mind, the action-research methodology was the pillar of the professional, personal and social development of the graduate student. As a matter of fact, the educational action followed a cyclical process, through the articulation of different stages of this methodology, which potentiated the construction of a sustained and contextualized practice, mobilizing characteristics inherent to the constructivist social paradigm and providing meaningful and constructive learning experiences for the children. In short, this Internship Report is seen as a training document that highlights the challenges and obstacles resulting from the PPS, which made possible the construction of the professional identity of the graduate student, based on learning about what it means to be an educator and a teacher, as well as the awareness of what the essence of education is.
Description
Keywords
Prática Pedagógica Metodologia de investigação-ação Aprendizagens significativas e construtivas Desenvolvimento profissional Teaching Practice Action-research methodology Significant and constructive learning Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação