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O presente Relatório de Estágio surgiu no âmbito da Prática Educativa Supervisionada, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, na Escola Superior de Educação do Porto para obtenção do grau de Mestre, conforme o Decreto-Lei n.º 79/2014 (2014). Pretende-se retratar o percurso, apresentar processos e referenciais teóricos-científicos subjacentes a um percurso de formação inicial de perfil duplo nas valências de Educação Pré-Escolar e 1º Ciclo do Ensino Básico.
Neste documento são abordadas as conceções teóricas e legais que sustentaram a Prática Educativa Supervisionada e a sua constante mobilização para a prática educativa. Reflete, por isso, numa prática reflexiva, crítica assente na Metodologia de Investigação-Ação que suportou o desenvolvimento pessoal, profissional e social docente, com o propósito de transformar a prática educativa, seguindo uma Pedagogia Socioconstrutivista. Por sua vez, essa transformação e constante construção da prática implica um trabalho colaborativo e cooperativo entre a díade, as docentes cooperantes, as crianças e as supervisoras institucionais para o desenvolvimento de propostas educativas contextualizadas, diversificadas e adequadas aos interesses, necessidades e dificuldades das crianças. O envolvimento das famílias e da comunidade educativa assume um papel importante neste processo, nomeadamente na construção dos projetos de intervenção desenvolvidos.
O perfil duplo de docência, exige um conhecimento vasto sobre as duas valências educativas e, por isso, todas as experiências vividas, dinâmicas pedagógicas, processos de observação, planificação e momentos de reflexão na ação e pós-ação, assim como o contributo de outros atores educativos e de referência, constituíram-se como fundamentais na construção da profissionalidade docente, numa perspetiva de perfil duplo.
The present Internship Report emerged within the scope of the Supervised Educational Practice, integrated into the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the Porto School of Education in order to obtain the Master's degree, by Decree-Law No. 79/2014 (2014). Its purpose is to depict the journey, current processes, and underlying theoretical-scientific references of a dual-profile initial training path in Early Childhood Education and Primary Education. This document addresses the theoretical and legal conceptions that supported the Supervised Educational Practice and its constant mobilization for educational practice. It reflects a reflective and critical practice based on the Action Research Methodology that supports personal, professional, and social development of teaching to transform educational practice following a Socio-constructivist Pedagogy. This transformation and constant construction of practice imply collaborative and cooperative work among the dyad, cooperating teachers, children, and institutional supervisors to develop contextualized, diversified, and appropriate educational proposals aligned with children's interests, needs, and difficulties. The involvement of families and the educational community assumes an essential role in this process, particularly in constructing the intervention projects developed. The dual-profile teaching requires extensive knowledge of both academic areas, and therefore, all lived experiences, pedagogical dynamics, observation processes, planning, and moments of reflection in action and post-action, as well as the contribution of other educational actors and references, constituted themselves as fundamental in the construction of teaching professionalism, from a dual-profile perspective.
The present Internship Report emerged within the scope of the Supervised Educational Practice, integrated into the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the Porto School of Education in order to obtain the Master's degree, by Decree-Law No. 79/2014 (2014). Its purpose is to depict the journey, current processes, and underlying theoretical-scientific references of a dual-profile initial training path in Early Childhood Education and Primary Education. This document addresses the theoretical and legal conceptions that supported the Supervised Educational Practice and its constant mobilization for educational practice. It reflects a reflective and critical practice based on the Action Research Methodology that supports personal, professional, and social development of teaching to transform educational practice following a Socio-constructivist Pedagogy. This transformation and constant construction of practice imply collaborative and cooperative work among the dyad, cooperating teachers, children, and institutional supervisors to develop contextualized, diversified, and appropriate educational proposals aligned with children's interests, needs, and difficulties. The involvement of families and the educational community assumes an essential role in this process, particularly in constructing the intervention projects developed. The dual-profile teaching requires extensive knowledge of both academic areas, and therefore, all lived experiences, pedagogical dynamics, observation processes, planning, and moments of reflection in action and post-action, as well as the contribution of other educational actors and references, constituted themselves as fundamental in the construction of teaching professionalism, from a dual-profile perspective.
Descrição
Palavras-chave
Criança Metodologia de investigação-ação Prática educativa supervisionada Child Action research methodology Supervised educational practice
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação