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Relatório de Estágio de Catarina Filipa da Silva Almeida
| Name: | Description: | Size: | Format: | |
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| 6.47 MB | Adobe PDF |
Abstract(s)
O presente relatório de estágio foi realizado no âmbito do Mestrado em Educação Pré-Escolar
e Ensino no 1º Ciclo do Ensino Básico, conduzindo à obtenção da habilitação profissional para
o exercício da docência com perfil duplo. Desenvolvido em díade, o percurso formativo
possibilitou a vivência de práticas pedagógicas em dois contextos educativos distintos, mas
complementares, proporcionando uma visão integrada e articulada da educação. A Prática
Educativa Supervisionada (PES) desenvolveu-se sob a orientação da metodologia de
Investigação-Ação (I-A), assente num paradigma socio-construtivista que reconhece a criança
como sujeito ativo na construção do conhecimento. As práticas implementadas foram
intencionais, reflexivas e diferenciadas, respondendo à diversidade dos grupos e promovendo
aprendizagens significativas, em consonância com os documentos curriculares orientadores
da prática educativa. Valorizou-se a participação ativa das crianças, das famílias e da
comunidade educativa, numa lógica de corresponsabilização e partilha. A Metodologia de
Trabalho de Projeto (MTP) assumiu especial relevância, promovendo ambientes de
aprendizagem inclusivos, centrados nos interesses e ritmos de cada grupo. O trabalho
colaborativo com a díade e com as equipas pedagógicas revelou-se determinante na
planificação, ação e avaliação das intervenções, favorecendo o desenvolvimento profissional
partilhado. A reflexão crítica, presente ao longo de todo o percurso, constituiu o eixo
estruturante da construção de uma identidade profissional ética, consciente e comprometida
com a qualidade das práticas educativas. Assim, este relatório espelha uma trajetória
formativa construída entre teoria e prática, onde a investigação, a escuta ativa, a
intencionalidade pedagógica e o compromisso com a inclusão contribuíram para uma prática
educativa transformadora.
This internship report was carried out as part of the Master's Degree in Pre-School Education and Primary Education, leading to the attainment of professional qualification for teaching with a dual profile. Developed in pairs, the training course enabled the experience of pedagogical practices in two distinct but complementary educational contexts, providing an integrated and articulated view of education. Supervised Educational Practice (PES) was developed under the guidance of the Action Research (I-A) methodology, based on a socioconstructivist paradigm that recognises children as active subjects in the construction of knowledge. The practices implemented were intentional, reflective and differentiated, responding to the diversity of the groups and promoting meaningful learning, in line with the curriculum documents guiding educational practice. The active participation of children, families and the educational community was valued, in a logic of co-responsibility and sharing. The Project Work Methodology (MTP) took on special relevance, promoting inclusive learning environments, centered on the interests and rhythms of each group. Collaborative work with the dyad and with the pedagogical teams proved to be decisive in the planning, action and evaluation of interventions, favoring shared professional development. Critical reflection, present throughout the entire process, was the structuring axis for the construction of an ethical professional identity, conscious and committed to the quality of educational practices. Thus, this report reflects a training trajectory built between theory and practice, where research, active listening, pedagogical intentionality and commitment to inclusion contributed to a transformative educational practice.
This internship report was carried out as part of the Master's Degree in Pre-School Education and Primary Education, leading to the attainment of professional qualification for teaching with a dual profile. Developed in pairs, the training course enabled the experience of pedagogical practices in two distinct but complementary educational contexts, providing an integrated and articulated view of education. Supervised Educational Practice (PES) was developed under the guidance of the Action Research (I-A) methodology, based on a socioconstructivist paradigm that recognises children as active subjects in the construction of knowledge. The practices implemented were intentional, reflective and differentiated, responding to the diversity of the groups and promoting meaningful learning, in line with the curriculum documents guiding educational practice. The active participation of children, families and the educational community was valued, in a logic of co-responsibility and sharing. The Project Work Methodology (MTP) took on special relevance, promoting inclusive learning environments, centered on the interests and rhythms of each group. Collaborative work with the dyad and with the pedagogical teams proved to be decisive in the planning, action and evaluation of interventions, favoring shared professional development. Critical reflection, present throughout the entire process, was the structuring axis for the construction of an ethical professional identity, conscious and committed to the quality of educational practices. Thus, this report reflects a training trajectory built between theory and practice, where research, active listening, pedagogical intentionality and commitment to inclusion contributed to a transformative educational practice.
Description
Keywords
Prática educativa supervisionada Perfil duplo Metodologia de investigação- ação Metodologia trabalho de projeto Supervised educational practice Dual profile Action research methodology Project work methodology
Citation
Publisher
CC License
Without CC licence