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Authors
Abstract(s)
A formação profissional de um docente deve-se caracterizar pela
continuidade, assente numa perspetiva de formação ao longo da vida,
desenvolvendo-se no seio de uma comunidade aprendente, inovadora e
transformadora. Neste sentido, espera-se que a formação inicial do docente se
desenvolva num percurso que valorize e incentive o agente educativo à
construção de uma identidade profissional crítica, investigativa e reflexiva das
suas práticas. Desse modo, torna-se essencial que se conjugue, a este espírito
reflexivo, a investigação em educação, reforçando-se a importância de ações
colaborativas. A metodologia de investigação-ação, apesar da sua aproximação,
possibilitou a construção de um olhar transformador das práticas educativas
pelo seu processo dinâmico e cíclico.
O presente relatório de estágio assenta num processo de formação inicial de
docentes, nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico,
construindo um perfil duplo. É visível a construção de valores e de práticas
educativas assentes numa estreita articulação entre a teoria e a prática,
mobilizando-se, assim, conhecimentos científicos, pedagógicos, didáticos e
metodológicos, com os saberes emergidos da ação construídos nos contextos
educativos. Convém referir que se atribuiu à criança o papel de coconstrutora
do seu processo educativo e à docente estagiária o papel de mediador.
Neste seguimento, o percurso formativo construído entre todos os
intervenientes do processo educativo, nos dois contextos, permitiu o
desenvolvimento pessoal e profissional, despertando para a procura constante
de novos saberes ao longo da vida.
A teacher’s professional training should be characterized by continuity, built on a perspective of training throughout their life and developing in the midst of a learning, innovative and transformative community. With this in mind, it is expected that the teacher’s professional training is developed in a way that appreciates and encourages the educational agent to build a professional identity which is critical, investigative and reflective on its practices. In such a way, it is essential to add to this reflective spirit the research in education, reinforcing the importance of collaborative actions. The research-action methodology, despite its approach, allowed the construction of a transformative look on the educational practices, due to its dynamic and cyclic process. This internship report rests on a process of initial training of teachers in the context of Preschool Education and Elementary School, building a dual profile. The definition of values and educational practices built on a straight connection between theory and practice is noticeable, therefore putting together scientific, pedagogical, didactic and methodological knowledge with the knowledge that arose from action and was built in educational contexts. It is important to mention that the child was given the part of co-constructor of its educational process and the intern teacher the part if mediator. In this regard, the formative course constructed between all participants of the educational process, in both contexts, allowed for personal and professional development, awaking the constant search for new knowledge throughout one’s life.
A teacher’s professional training should be characterized by continuity, built on a perspective of training throughout their life and developing in the midst of a learning, innovative and transformative community. With this in mind, it is expected that the teacher’s professional training is developed in a way that appreciates and encourages the educational agent to build a professional identity which is critical, investigative and reflective on its practices. In such a way, it is essential to add to this reflective spirit the research in education, reinforcing the importance of collaborative actions. The research-action methodology, despite its approach, allowed the construction of a transformative look on the educational practices, due to its dynamic and cyclic process. This internship report rests on a process of initial training of teachers in the context of Preschool Education and Elementary School, building a dual profile. The definition of values and educational practices built on a straight connection between theory and practice is noticeable, therefore putting together scientific, pedagogical, didactic and methodological knowledge with the knowledge that arose from action and was built in educational contexts. It is important to mention that the child was given the part of co-constructor of its educational process and the intern teacher the part if mediator. In this regard, the formative course constructed between all participants of the educational process, in both contexts, allowed for personal and professional development, awaking the constant search for new knowledge throughout one’s life.
Description
Keywords
Formação inicial Docente Prática educativa Reflexão Investigação-ação Initial training Teacher Educational practice Reflection Research-action
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação