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Abstract(s)
Assentando na sociedade atual, emerge na escola a necessidade formar profissionais de educação que sejam capazes de dar resposta aos desafios inerentes. Com efeito, os profissionais deverão potenciar o desenvolvimento de cidadãos críticos e ativos na sociedade. Nesta linha de ideias, a construção do presente relatório de estágio tem como objetivo principal apresentar uma reflexão das aprendizagens desenvolvidas ao longo da formação enquanto profissional de educação nas valências de Educação Pré-Escolar e do Ensino do 1.º Ciclo do ensino Básico.
Assim, no decorrer do percurso de formação foram adquiridos e mobilizados vários saberes que sustentaram a ação educativa nos momentos de estágio, mas também se traduzem em conhecimentos fundamentais para uma ação educativa consciente. Efetivamente, o quadro teórico permitiu fomentar o desenvolvimento da identidade pessoal e profissional, nomeadamente, a forma de agir e pensar no contexto, contribuindo para a melhoria da prática educativa. É de realçar que a Prática Pedagógica foi realizada em díade de formação, propiciando a (re)construção do conhecimento de forma conjunta assente na colaboração.
Nesta lógica, na educação é essencial que o profissional adote uma postura reflexiva, posto isto, a metodologia de investigação-ação teve um papel predominante na ação educativa, proporcionando, através do seu ciclo dinâmico, uma planificação com intencionalidade, tendo em conta as características de cada grupo de crianças. Face ao exposto, este documento espelha o percurso experienciado na prática educativa, evidenciando a construção de um perfil profissional duplo com os desafios e obstáculos inerentes à formação.
Based on today’s society, there is a growing need in schools to train educational professionals capable of answering all the current challenges. Such professionals should leverage the development of citizens who are critical and active in our society. Based on these premises, the current internship report has the main goal of focusing on the learnings developed during the training as an educational professional in the areas of Pre-School Education and Primary Cycle of Elementary School Education. Along the training several knowledges was acquired and mobilized, that not only sustained the educational action during the internship, but also translates as fundamental knowledge for a conscious educational action. In fact, the theoretical framework promoted the development of the personal and professional identity, namely how to act and think about the context, resulting in the improvement of the educational practice. Noteworthy is the fact that the Pedagogical Practice was carried out in a training dyad, leveraging the (re)build of knowledge in a collaborative way. It is paramount in education that the professional adopts a reflective behavior; with this in mind, the research-action methodology played a predominant role in the educational action, providing through its dynamic cycle a fully intentional planning, considering the characteristics of each group of children. In the light of the above, this document reflects the path walked in the educational practice, highlighting the construction of a double professional profile with the challenges and obstacles that arise with the training.
Based on today’s society, there is a growing need in schools to train educational professionals capable of answering all the current challenges. Such professionals should leverage the development of citizens who are critical and active in our society. Based on these premises, the current internship report has the main goal of focusing on the learnings developed during the training as an educational professional in the areas of Pre-School Education and Primary Cycle of Elementary School Education. Along the training several knowledges was acquired and mobilized, that not only sustained the educational action during the internship, but also translates as fundamental knowledge for a conscious educational action. In fact, the theoretical framework promoted the development of the personal and professional identity, namely how to act and think about the context, resulting in the improvement of the educational practice. Noteworthy is the fact that the Pedagogical Practice was carried out in a training dyad, leveraging the (re)build of knowledge in a collaborative way. It is paramount in education that the professional adopts a reflective behavior; with this in mind, the research-action methodology played a predominant role in the educational action, providing through its dynamic cycle a fully intentional planning, considering the characteristics of each group of children. In the light of the above, this document reflects the path walked in the educational practice, highlighting the construction of a double professional profile with the challenges and obstacles that arise with the training.
Description
Keywords
Criança Socioconstrutivismo Investigação-Ação Educação Child Social Constructivism Investigation-Action Education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação