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Abstract(s)
O presente relatório de estágio pretende espelhar o processo formativo da mestranda no decurso da Prática Educativa Supervisionada em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico. Como tal, este documento evidencia-se basilar no desenvolvimento pessoal e profissional da futura docente, já que se constituiu como um espaço de construção do saber pensar e agir nos contextos de ação de forma fundamentada, crítica e reflexiva, desenvolvendo saberes profissionais que terão reflexo na aprendizagem ao longo da vida.
Os pressupostos teóricos e legais elencados nortearam as práticas em articulação com as características dos dois contextos educativos e das crianças, também patentes neste documento. Com base nesta interseção, evidencia-se o processo formativo sustentado numa aproximação à Metodologia de Investigação-Ação e apresenta-se a descrição reflexiva de percursos pedagógicos e didáticos desenvolvidos em ambos os contextos. A ação educativa desenvolvida através da Metodologia de Trabalho de Projeto foi sistematicamente orientada por um paradigma humanista e socioconstrutivista, de modo a respeitar as conceções de educação e de criança, a fomentar o desenvolvimento holístico da mesma e a promover práticas educativas mais inovadoras. Salienta-se o trabalho colaborativo e de coadjuvação entre todos os intervenientes do processo, num clima de negociação, democracia, aceitação e confiança que se constituíram essenciais na (re)construção das aprendizagens, competências, crenças e valores. Reflete-se ainda sobre os contributos da formação para a docência de perfil duplo, que permite articular e dar continuidade ao processo educativo da criança, sustentando-se numa prática mais contextualizada e significativa.
This internship report aims to mirror the development process of the master's student during the Supervised Educational Practice in the context of Pre-School Education and 1st Cycle of Basic Education. As such, this document evidence it basilar on the personal and professional development of the future teacher, since is a space for the construction of knowing how to think and act in the context of action in a reasoned, critical and reflective way, developing professional knowledge that will have a reflection in lifelong learning. The theoretical and legal assumptions guided the practices in articulation with the characteristics of the two educational contexts and of the children, also evident in this document. Based on this intersection, it is evidenced the development process based on an approach to the Research-Action Methodology and a reflective description of the pedagogical and didactic practices developed in both contexts. The educational action developed through the Project Work Methodology was systematically guided by a humanist and socio-constructivist paradigm, in order to respect the conceptions of education and children, to promote the holistic development of children and to promote more innovative educational practices. It is important to highlight the collaborative and supportive work between all the actors in the process, in an atmosphere of negotiation, democracy, acceptance and trust that were essential in the (re)construction of learnings, competences, beliefs and values. It also reflects on the contribution of the double profile, which allows articulating and continuing the child's educational process, based on a more contextualized and meaningful practice.
This internship report aims to mirror the development process of the master's student during the Supervised Educational Practice in the context of Pre-School Education and 1st Cycle of Basic Education. As such, this document evidence it basilar on the personal and professional development of the future teacher, since is a space for the construction of knowing how to think and act in the context of action in a reasoned, critical and reflective way, developing professional knowledge that will have a reflection in lifelong learning. The theoretical and legal assumptions guided the practices in articulation with the characteristics of the two educational contexts and of the children, also evident in this document. Based on this intersection, it is evidenced the development process based on an approach to the Research-Action Methodology and a reflective description of the pedagogical and didactic practices developed in both contexts. The educational action developed through the Project Work Methodology was systematically guided by a humanist and socio-constructivist paradigm, in order to respect the conceptions of education and children, to promote the holistic development of children and to promote more innovative educational practices. It is important to highlight the collaborative and supportive work between all the actors in the process, in an atmosphere of negotiation, democracy, acceptance and trust that were essential in the (re)construction of learnings, competences, beliefs and values. It also reflects on the contribution of the double profile, which allows articulating and continuing the child's educational process, based on a more contextualized and meaningful practice.
Description
Keywords
Criança Prática educativa Reflexão Socioconstrutivismo Trabalho colaborativo Child Educational practice Reflection Socio-constructivism Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação