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Authors
Abstract(s)
O relatório de estágio em análise evidencia um conjunto de aprendizagens e práticas desenvolvidas, na Prática Educativa Supervisionada, vivenciada nas valências da Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico numa perspetiva reflexiva e crítica sobre o desempenho e construção da identidade de um profissional de educação com perfil duplo. Durante todo o percurso de formação inicial a prática consolidou-se com os referentes teóricos e legais, da construção de saberes da praxis, através das peculiaridades dos contextos educativos e das crianças, perspetivando o seu desenvolvimento global.
Neste documento evidencia-se que ao longo da Prática Educativa a criança foi colocada no centro da aprendizagem, sendo ela um sujeito ativo na construção do seu conhecimento, bem como na valorização dos seus conhecimentos, interesses e necessidades, favorecendo uma prática congruente e integradora. Neste seguimento, a Metodologia de Investigação-Ação, no seu processo cíclico de observação-planificação-ação-avaliação, permitiu transformar e melhorar a praxis, bem como tornar a futura docente mais indagadora, reflexiva, crítica e investigadora, desenvolvendo competências que permitam um crescimento a nível pessoal e profissional.
The internship report under analysis highlights a set of learning and practices developed, in Supervised Educational Practice, experienced in the valences of Pre-School Education and Teaching in the 1st Cycle of Basic Education in a reflexive and critical perspective on the performance and construction of the identity of an education professional with a double profile. During the whole course of initial training the practice was consolidated with the theoretical and legal references, the construction of knowledge of praxis, through the peculiarities of the educational contexts and children, looking at their overall development. This document shows that throughout the Educational Practice the child has been placed at the centre of learning, being an active subject in the construction of his knowledge, as well as in the valuing of his knowledge, interests and needs, favouring a congruent and integrating practice. In this follow-up, the Research-Action Methodology, in its cyclic process of observation-planning-evaluation, has allowed transforming and improving the praxis, as well as making the future teacher more inquiring, reflective, critical and researching, developing skills that allow a growth at personal and professional level.
The internship report under analysis highlights a set of learning and practices developed, in Supervised Educational Practice, experienced in the valences of Pre-School Education and Teaching in the 1st Cycle of Basic Education in a reflexive and critical perspective on the performance and construction of the identity of an education professional with a double profile. During the whole course of initial training the practice was consolidated with the theoretical and legal references, the construction of knowledge of praxis, through the peculiarities of the educational contexts and children, looking at their overall development. This document shows that throughout the Educational Practice the child has been placed at the centre of learning, being an active subject in the construction of his knowledge, as well as in the valuing of his knowledge, interests and needs, favouring a congruent and integrating practice. In this follow-up, the Research-Action Methodology, in its cyclic process of observation-planning-evaluation, has allowed transforming and improving the praxis, as well as making the future teacher more inquiring, reflective, critical and researching, developing skills that allow a growth at personal and professional level.
Description
Keywords
Metodologia Investigação-Ação Identidade profissional docente Criança Docente reflexivo Action-Research Methodology Teaching professional identity Child Reflective teacher
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação