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Abstract(s)
O presente relatório incide sobre o estágio realizado pela mestranda no âmbito da Unidade Curricular da Prática Educativa Supervisionada nas valências da Educação Pré-Escolar e 1º Ciclo do Ensino Básico. Como tal, tem como principais objetivos refletir sobre conhecimentos e competências desenvolvidos, articulando com os conhecimentos pedagógicos e científicos adquiridos para o desenvolvimento da ação educativa, assim como os diplomas legais a que o docente terá de se sujeitar, sempre ciente que o seu grupo profissional estará sujeito a constantes alterações.
Atendendo às valências em que foi realizada a PES, a criança assume um papel fulcral e ativo na aquisição e desenvolvimento do seu próprio conhecimento, enquanto o docente torna-se um mediador nesse processo de aprendizagem e desenvolvimento, recorrendo a práticas inclusivas e equitativas. As ações educativas desenvolvidas sustentaram-se num ciclo dinâmico e em espiral dos processos de observação, ação, planificação e reflexão que constituem a Metodologia de Investigação-Ação contribuindo para uma ação inovadora, reflexiva e com sentido para todos os intervenientes.
Neste relatório realça-se a extrema importância do trabalho colaborativo entre o par pedagógico, professora cooperante, crianças e supervisoras institucionais, de forma a fomentar um processo de aprendizagem coeso, com recurso a práticas educativas contextualizadas e diferenciadoras, adequadas às necessidades de cada criança e que permitam desenvolver as suas competências da criança na sua globalidade. Para além disso, é importante não olvidar o desenvolvimento pessoal e profissional do docente de perfil duplo.
This report focuses on the internship carried out by the master's student as part of the Supervised Educational Practice Curriculum Unit in the Primary school and 1st Cycle of Basic Education areas. As such, its main objectives are to reflect on the knowledge and skills developed, articulating them with the pedagogical and scientific knowledge acquired for the development of educational action, as well as the legal diplomas that teachers will have to comply with, always aware that their professional group will be subject to constant change. Given the settings in which PES was carried out, the child takes on a central and active role in the acquisition and development of their own knowledge, while the teacher becomes a mediator in this learning and development process, using inclusive and equitable practices. The educational actions carried out were based on a dynamic, spiral cycle of observation, action, planning and reflection that make up the Action Research Methodology, contributing to innovative, reflective and meaningful action for all those involved. This report highlights the extreme importance of collaborative work between the pedagogical pair, the cooperating teacher, the children and the institutional supervisors, in order to foster a cohesive learning process, using contextualized and differentiating educational practices that are suited to the needs of each child and that allow them to develop their skills as a whole. In addition, it is important not to overlook the personal and professional development of the dual-profile teacher.
This report focuses on the internship carried out by the master's student as part of the Supervised Educational Practice Curriculum Unit in the Primary school and 1st Cycle of Basic Education areas. As such, its main objectives are to reflect on the knowledge and skills developed, articulating them with the pedagogical and scientific knowledge acquired for the development of educational action, as well as the legal diplomas that teachers will have to comply with, always aware that their professional group will be subject to constant change. Given the settings in which PES was carried out, the child takes on a central and active role in the acquisition and development of their own knowledge, while the teacher becomes a mediator in this learning and development process, using inclusive and equitable practices. The educational actions carried out were based on a dynamic, spiral cycle of observation, action, planning and reflection that make up the Action Research Methodology, contributing to innovative, reflective and meaningful action for all those involved. This report highlights the extreme importance of collaborative work between the pedagogical pair, the cooperating teacher, the children and the institutional supervisors, in order to foster a cohesive learning process, using contextualized and differentiating educational practices that are suited to the needs of each child and that allow them to develop their skills as a whole. In addition, it is important not to overlook the personal and professional development of the dual-profile teacher.
Description
Keywords
Prática educativa supervisionada Práticas inclusivas Metodologia de investigação-ação Trabalho colaborativo Supervised educational practice Inclusive practices Action research methodology Collaborative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação