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Abstract(s)
O presente relatório apresenta-se como a última etapa do processo de formação inicial para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, conforme Decreto-Lei nº 79 de 2014 que reconhece o “valor e o impacto da docência na qualidade da educação” e que determina a habilitação profissional para a docência, alegando que o mestrado reforça “a formação académica, incidindo sobre os conhecimentos necessários à docência” (idem). Este foi desenvolvido no âmbito da Unidade Curricular (UC) de Prática Educativa Supervisionada (PES), contemplando as práticas que foram desenvolvidas em contexto de estágio, os construtos teóricos que as sustentaram, bem como uma análise crítica e reflexiva sobre as mesmas. Deste modo, este documento espelha o professor construtor da sua profissionalidade docente, aquele que se apropriou de saberes profissionais para dar sentido à sua prática.
O desenvolvimento destes saberes profissionais sustentou-se no processo cíclico que percorreu as etapas da metodologia de investigação-ação (I-A), observação, planificação, ação e reflexão, e numa perspetiva socioconstrutivista promotora de metodologias ativas de aprendizagem que incentivaram a autonomia e confiança tornando as crianças e os profissionais mais qualificados e valorizados.
Realça-se a reflexão que percorreu todo o processo e que permitiu a elaboração deste documento, sendo por isso um ponto fulcral no crescimento pessoal e profissional, tendo estimulado a melhoria da prática, uma vez que
“os saberes profissionais dos professores têm uma certa unidade, não se trata de uma unidade teórica ou conceitual, mas pragmática: como as diferentes ferramentas de um artesão, eles fazem parte da mesma caixa de ferramentas, porque o artesão pode precisar deles no exercício de suas atividades” (Tardif, 2000, p. 15).
This report presents the last stage of the entire training process, of a future professional education, to obtain the master's degree in Pre-School Education and Primary Education. This was developed within the scope of the Curricular Unit of Supervised Educational Practice, contemplating the practices that were developed in the context of the stage, the theoretical constructs that supported it, as well as a critical and reflexive analysis about them. The construction of this document and the Supervised Educational Practice emerged from the mobilization and articulation of scientific, pedagogical and didactic knowledge, which were used as a support for all practice. The development of these professional knowledge was based on the research-action methodology, which presupposes the cyclical process of observation, planning, action and reflection, as a way of constructing meaningful educational practices for the professional and the child. Thus, starting from a socioconstructivist perspective, where the child is seen as the central point of the whole process of teaching and learning, this centrality presupposes an active participation of the child. Therefore, throughout the practice, activities were developed that met the interests, tastes and motivations of the children, promoting their holistic development. In this way, the continuous reflection, whether individual or with the peers, allowed the preparation of this document, being therefore a focal point in the personal and professional growth, having stimulated the improvement of the practice once
This report presents the last stage of the entire training process, of a future professional education, to obtain the master's degree in Pre-School Education and Primary Education. This was developed within the scope of the Curricular Unit of Supervised Educational Practice, contemplating the practices that were developed in the context of the stage, the theoretical constructs that supported it, as well as a critical and reflexive analysis about them. The construction of this document and the Supervised Educational Practice emerged from the mobilization and articulation of scientific, pedagogical and didactic knowledge, which were used as a support for all practice. The development of these professional knowledge was based on the research-action methodology, which presupposes the cyclical process of observation, planning, action and reflection, as a way of constructing meaningful educational practices for the professional and the child. Thus, starting from a socioconstructivist perspective, where the child is seen as the central point of the whole process of teaching and learning, this centrality presupposes an active participation of the child. Therefore, throughout the practice, activities were developed that met the interests, tastes and motivations of the children, promoting their holistic development. In this way, the continuous reflection, whether individual or with the peers, allowed the preparation of this document, being therefore a focal point in the personal and professional growth, having stimulated the improvement of the practice once
Description
Keywords
Educação Pré-Escolar Ensino do 1.º Ciclo do Ensino Básico Socioconstrutivismo Prática Educativa Supervisionada Construção da Identidade Profissional Docente Pre-primary Education Primary Education Social constructivism Supervised Educational Practice Research-Action Methodology Construction of the Professional Identity Teacher
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação