| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.85 MB | Adobe PDF |
Abstract(s)
O presente relatório surge do processo desenvolvido no âmbito da Unidade Curricular Prática Educativa Supervisionada, integrada no plano de estudos do 2º ano do Mestrado em Educação Pré-Escolar e Ensino Básico do 1º Ciclo do Ensino Básico, na Escola Superior de Educação do Porto. Apresentando-se como um dos principais requisitos para a obtenção do grau de Mestre, o relatório tem como propósito descrever e analisar a experiência vivenciada ao longo de toda a prática educativa desenvolvida em contextos de Educação Pré-Escolar e do 1º Ciclo do Ensino Básico.
De forma crítica e reflexiva são analisadas algumas ações pedagógicas desenvolvidas, resultantes da mobilização de conhecimentos científicos, didáticos e pedagógicos construídos ao longo da formação inicial. No sentido de desenvolver práticas educativas inovadoras, é descrito como o percurso formativo da mestranda integrou referentes teóricos e legais relevantes para a construção da identidade profissional docente de perfil duplo. Baseadas em metodologias ativas, essas práticas pretendiam responder às necessidades e interesses dos contextos educacionais, tendo em vista o desenvolvimento holístico das crianças. Utilizou-se a Metodologia de Investigação-Ação enquanto estratégia de formação profissional.
O trabalho colaborativo com todos os intervenientes envolvidos, revelou-se fundamental na criação de oportunidades que desenvolvessem e proporcionassem momentos de aprendizagens significativas. A envolvência e participação das famílias nos projetos desenvolvidos, baseados numa Metodologia de Trabalho de Projeto, são também elementos de destaque no processo nas práticas educativas. As experiências vivenciadas nos contextos da prática educativa, resultantes da convivência e interação com os outros, permitiram à mestranda desenvolver e aprimorar competências e habilidades, ultrapassar desafios e crescer tanto a nível pessoal como futura profissional.
This report arises from the process developed within the scope of the curricular unit Supervised Educational Practice, integrated in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary School Teaching in the School of Education of Porto. Presented as one of the main requirements for obtaining the Master's degree, the report aims to describe and analyze the experience gained throughout the educational practice developed in preschool and elementary school contexts. In a critical and reflective way, some pedagogical actions developed are analyzed, resulting from the mobilization of scientific, didactic, and pedagogical knowledge built during the initial formation. In order to develop innovative educational practices, it is described how the master's student's formative journey integrated theoretical and legal references relevant to the construction of a dual-profile professional teaching identity. Based on active methodologies, these practices intended to respond to the needs and interests of the educational contexts, aiming at the holistic development of children. The Action-Research Methodology was used as a professional training strategy. The collaborative work with all the actors involved proved to be fundamental in creating opportunities to develop and provide moments of significant learning. The involvement and participation of families in the developed projects, based on a Project Work Methodology, are also important elements in the process of educational practices. The experiences lived in the contexts of educational practice, resulting from coexistence and interaction with others, allowed the student to develop and enhance skills and abilities, overcome challenges and grow both personally and as a future professional.
This report arises from the process developed within the scope of the curricular unit Supervised Educational Practice, integrated in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary School Teaching in the School of Education of Porto. Presented as one of the main requirements for obtaining the Master's degree, the report aims to describe and analyze the experience gained throughout the educational practice developed in preschool and elementary school contexts. In a critical and reflective way, some pedagogical actions developed are analyzed, resulting from the mobilization of scientific, didactic, and pedagogical knowledge built during the initial formation. In order to develop innovative educational practices, it is described how the master's student's formative journey integrated theoretical and legal references relevant to the construction of a dual-profile professional teaching identity. Based on active methodologies, these practices intended to respond to the needs and interests of the educational contexts, aiming at the holistic development of children. The Action-Research Methodology was used as a professional training strategy. The collaborative work with all the actors involved proved to be fundamental in creating opportunities to develop and provide moments of significant learning. The involvement and participation of families in the developed projects, based on a Project Work Methodology, are also important elements in the process of educational practices. The experiences lived in the contexts of educational practice, resulting from coexistence and interaction with others, allowed the student to develop and enhance skills and abilities, overcome challenges and grow both personally and as a future professional.
Description
Keywords
Metodologia de investigação-ação Envolvimento das famílias Metodologia de Trabalho de Projeto Perfil duplo Action-research methodology Family involvement Project work methodology Dual profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação