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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular da Prática Educativa Supervisionada (PES), integrada no plano de estudos do 2º ano do Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (CEB), na Escola Superior de Educação do Porto, para a obtenção da profissionalização para a docência com duplo perfil, conforme D.L. n.º 79/2014, de 14 de maio.
Considerando a natureza prática desta UC, o Relatório de Estágio evidencia o desenvolvimento de práticas numa articulação entre a teoria e a prática, e a mobilização de saberes científicos, pedagógicos, didáticos e investigativos, que foram fundamentais para o desenvolvimento de uma atitude profissional reflexiva e investigativa na prática educativa. No decorrer da formação, a mestranda desenvolveu práticas educativas que privilegiaram o desenvolvimento holístico da criança, no sentido da construção de planificações inclusivas e promotoras de práticas significativas. Assim, salienta-se a cooperação e/ou colaboração de todos os intervenientes como um dos baluartes em todo o processo educativo. A metodologia de Investigação-Ação sustentou todo o desenvolvimento pessoal, profissional e social, que se consubstancia numa perspetiva cíclica de observação, planificação, ação e reflexão, permitindo a transformação da prática educativa, contribuindo para a construção da identidade docente, num paradigma socioconstrutivista, respondendo aos interesses e necessidades de cada criança, tendo esta um papel ativo na construção das suas aprendizagens.
Por fim, a PES possibilitou a interação pedagógica em dois contextos educativos, em colaboração com todos os intervenientes permitindo o desenvolvimento de competências pessoais e profissionais para a docência de perfil duplo.
The current report is part of course United Supervised Educational Practice, which integrates the syllabus for the 2nd year of th Master´s Degree in Pre-school Education and Primary School Teaching, at School of Education of Porto, wich is required to acquire the professionalization with a double profile profile according to D.L. 79/2014, of May 14. Considering the practical nature of this curricular unit, this internship report allows the development of practices in an articulation between theory and practice, to mobilize scientific, pedagogical, and didactic knowledge, which are fundamental for the development of a reflective professional attitude in educational practice. During the training, the master's student developed educational practices that privileged the holistic development of the child, in the sense of building inclusive plans and promoters of meaningful practices. Like this, the cooperation and/or collaboration of all stakeholders is highlighted as one of the foundations of the entire educational process. The Research-Action methodology supported all personal, professional and social development, which becomes a cyclical perspective of observation, planning, action and reflection, allowing the transformation of educational practice, allowing the building of the teacher's identity, in a socioconstructivist paradigm, answering to the interests and needs of each child, having an active role in the construction of their learning. Finally, it should be noted that the PES enabled contact with the two educational contexts, in cooperation with all educational actors, allowing the development of personal and professional skills for teaching of dual profile, ensuring the holistic development of the child.
The current report is part of course United Supervised Educational Practice, which integrates the syllabus for the 2nd year of th Master´s Degree in Pre-school Education and Primary School Teaching, at School of Education of Porto, wich is required to acquire the professionalization with a double profile profile according to D.L. 79/2014, of May 14. Considering the practical nature of this curricular unit, this internship report allows the development of practices in an articulation between theory and practice, to mobilize scientific, pedagogical, and didactic knowledge, which are fundamental for the development of a reflective professional attitude in educational practice. During the training, the master's student developed educational practices that privileged the holistic development of the child, in the sense of building inclusive plans and promoters of meaningful practices. Like this, the cooperation and/or collaboration of all stakeholders is highlighted as one of the foundations of the entire educational process. The Research-Action methodology supported all personal, professional and social development, which becomes a cyclical perspective of observation, planning, action and reflection, allowing the transformation of educational practice, allowing the building of the teacher's identity, in a socioconstructivist paradigm, answering to the interests and needs of each child, having an active role in the construction of their learning. Finally, it should be noted that the PES enabled contact with the two educational contexts, in cooperation with all educational actors, allowing the development of personal and professional skills for teaching of dual profile, ensuring the holistic development of the child.
Description
Keywords
Metodologia de investigação-ação Prática educativa supervisionada Colaboração Reflexão Action-research methodology Supervised educational practice Collaboration Reflection
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação