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Authors
Abstract(s)
O presente Relatório de Estágio emerge no âmbito da Unidade Curricular de Prática Educativa
Supervisionada, na Escola Superior de Educação do Instituto Politécnico do Porto, espelhando as
aprendizagens realizadas no processo de formação pedagógica da mestranda, nos níveis educativos
da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico, sendo condição necessária para a obtenção
de grau Mestre, segundo o DL 79/2014, de 14 de maio. Assim, através de uma postura fundamentada,
crítica e reflexiva, fundamentais para uma atitude ética, é espelhada a edificação do percurso
formativo da estudante, relativamente à aquisição de aprendizagens e competências significativas
para a construção da sua identidade profissional docente de perfil duplo.
As práticas implementadas sustentaram-se nas fases de observação, planificação, ação e
reflexão, inerentes à metodologia de Investigação-Ação, sendo que o seu caráter cíclico potenciou o
aperfeiçoamento da ação educativa, inovando e adequando novas práticas em contexto educativo.
Assim, todas as ações educativas, sob o paradigma socio construtivista, procuraram não só ser
inclusivas, como promover o desenvolvimento holístico da criança, priorizando-a como elemento ativo
no processo de construção dos seus conhecimentos, no qual o docente assume o papel de mediador.
Destaca-se, ainda, a importância do trabalho colaborativo entre os vários intervenientes neste
ciclo de aprendizagens, que possibilitaram atender às necessidades inerentes à prática educativa,
implementando estratégias e recursos pertinentes e criativos. Para além disto, valorizou-se a
promoção de práticas, envolvendo a comunidade educativa e as famílias, assim como a mobilização
de referentes teóricos que possibilitaram articular saberes entre a teoria e a prática.
The present report is part of the curricular unit of Prática Educativa Supervisionada, in the Escola Superior de Educação do Instituto Politécnico do Porto and portrays the learning achieved in the process of pedagogical training of the master's student, in the educational levels of Pre-School Education and Primary School, as a necessary condition for obtaining the Master's degree, according to the DL 79/2014 of 14 May. Therefore, the development of the student's educational path is mirrored in what is associated with the acquisition of learning and significant skills for the growth of her professional identity as a dual profile teacher, through a reasoned, critical, and reflective attitude, which is fundamental to an ethical conduct. The adopted practices were founded on the stages of observation, planning, action, and reflection inherent in the Action-Research methodology, and given its cyclical character, allowed the improvement of educational action, development, and adoption of new practices in the educational context. As a result, under the social constructivist paradigm, all educational actions aimed not only to be inclusive, but also to promote the holistic development of the child, prioritizing the one as an active element in the process of building knowledge, with the teacher acting as a mediator. It is also worth noting the significance of collaborative work among the numerous participants in this learning cycle, which enabled to address the needs inherent in educational practice by integrating innovative and creative tactics and resources. Furthermore, the promotion of practices for and with the educational community and families, as well as the mobilization of theoretical references that allowed for knowledge articulation between theory and practice, were valued.
The present report is part of the curricular unit of Prática Educativa Supervisionada, in the Escola Superior de Educação do Instituto Politécnico do Porto and portrays the learning achieved in the process of pedagogical training of the master's student, in the educational levels of Pre-School Education and Primary School, as a necessary condition for obtaining the Master's degree, according to the DL 79/2014 of 14 May. Therefore, the development of the student's educational path is mirrored in what is associated with the acquisition of learning and significant skills for the growth of her professional identity as a dual profile teacher, through a reasoned, critical, and reflective attitude, which is fundamental to an ethical conduct. The adopted practices were founded on the stages of observation, planning, action, and reflection inherent in the Action-Research methodology, and given its cyclical character, allowed the improvement of educational action, development, and adoption of new practices in the educational context. As a result, under the social constructivist paradigm, all educational actions aimed not only to be inclusive, but also to promote the holistic development of the child, prioritizing the one as an active element in the process of building knowledge, with the teacher acting as a mediator. It is also worth noting the significance of collaborative work among the numerous participants in this learning cycle, which enabled to address the needs inherent in educational practice by integrating innovative and creative tactics and resources. Furthermore, the promotion of practices for and with the educational community and families, as well as the mobilization of theoretical references that allowed for knowledge articulation between theory and practice, were valued.
Description
Keywords
Prática educativa supervisionada Desenvolvimento holístico Reflexão Identidade profissional cocente Supervised educational practice Holistic development Reflection Teaching professional identity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação