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Authors
Abstract(s)
O presente relatório de estágio é um dos requisitos basilares para a
obtenção do grau de mestre de perfil duplo, em Educação Pré-Escolar e em
Ensino do 1ºCiclo do Ensino Básico. Este advém da formação desenvolvida em
contexto de estágio em ambos os níveis educativos e transpõe a qualidade
necessária no processo formativo para a profissionalização de docentes. É
definido como um documento que permite a reflexão sobre os saberes e as
competências adquiridas no âmbito deste processo formativo e educativo.
Mobilizaram-se, articuladamente, referentes teóricos, pedagógicos,
científicos e didáticos aliados à metodologia de investigação. A sua
mobilização foi feita de forma reflexiva e crítica, sendo que o processo
colaborativo deteve grande influência na mobilização e adequação dos mesmos
à prática em contexto. Esta mobilização fomentou o desenvolvimento das
capacidades de saber pensar e de saber agir, tendo em consideração as
caraterísticas e as particulares de cada grupo e de cada criança como ser único.
Em todo este processo formativo a criança foi vista como um ser
competente e ativo no seu processo de ensino e de aprendizagem, adotando-se
uma perspetiva socioconstrutivista. Esta visão originou que se adequassem os
objetivos às necessidades, interesses, limitações e potencialidades de cada
criança.
O facto de este abarcar um caráter reflexivo, através da problematização da
prática, constituiu-se como fulcral para o desenvolvimento pessoal, social e
profissional da mestranda. Isto foi possível através das reflexões constantes
com o par pedagógico, as orientadoras cooperantes e as orientadoras
institucionais.
The present traineeship report is one of the basic requirements for obtaining the dual profile master's degree in Pre-primary Education and 1st Cycle of Basic Education. This comes from the training developed in the context of internship at both levels of education and transposes the necessary quality in the training process for the professionalization of teachers. It is defined as a document that allows reflection on the knowledge and skills acquired within the scope of this educational and educational process. Theoretical, pedagogical, scientific and didactic references combined with the research methodology were mobilized. Their mobilization was done in a reflexive and critical way, and the collaborative process had a great influence on mobilizing and adapting them to practice in context. This mobilization fostered the development of the capacities to know how to think and act, taking into account the characteristics and the particulars of each group and each child as a unique being. Throughout this formative process the child was seen as a competent and active being in his teaching and learning process, adopting a socioconstructivist perspective. This vision led to the adaptation of the objectives to the needs, interests, limitations and potential of each child. The fact that it includes a reflexive character, through the problematization of the practice, was constituted as central for the personal, social and professional development of the masters. This was possible through constant reflections with the pedagogical pair, cooperating counselors and institutional counselors.
The present traineeship report is one of the basic requirements for obtaining the dual profile master's degree in Pre-primary Education and 1st Cycle of Basic Education. This comes from the training developed in the context of internship at both levels of education and transposes the necessary quality in the training process for the professionalization of teachers. It is defined as a document that allows reflection on the knowledge and skills acquired within the scope of this educational and educational process. Theoretical, pedagogical, scientific and didactic references combined with the research methodology were mobilized. Their mobilization was done in a reflexive and critical way, and the collaborative process had a great influence on mobilizing and adapting them to practice in context. This mobilization fostered the development of the capacities to know how to think and act, taking into account the characteristics and the particulars of each group and each child as a unique being. Throughout this formative process the child was seen as a competent and active being in his teaching and learning process, adopting a socioconstructivist perspective. This vision led to the adaptation of the objectives to the needs, interests, limitations and potential of each child. The fact that it includes a reflexive character, through the problematization of the practice, was constituted as central for the personal, social and professional development of the masters. This was possible through constant reflections with the pedagogical pair, cooperating counselors and institutional counselors.
Description
Keywords
Criança Educação Desenvolvimento Reflexão Child Education Development Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação