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Authors
Abstract(s)
O presente relatório é um documento vital no que é a conclusão do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Foi desenvolvido no âmbito da Unidade Curricular (UC) de Prática Educativa Supervisionada (PES) e resulta da observação, participação e mobilização de conhecimentos inerentes à prática educativa em contexto de Pré-Escolar e depois de 1º Ciclo do Ensino Básico.
Este relatório organiza-se de forma a que a sua leitura seja facilitada, dividindo-se em capítulos, que referem ambos os contextos separadamente, terminando com uma reflexão acerca da prática. O primeiro capítulo refere-se ao enquadramento teórico e legal, o segundo à contextualização dos centros de estágio, da turma e do grupo bem como o ambiente social que os rodeia, concluindo com a metodologia utilizada na duração da prática. Por fim, o terceiro capítulo, refere-se à explicação e análise das ações desenvolvidas na duração da PES. Assim sendo, o presente relatório espelha o processo formativo e a construção da identidade da mestranda enquanto futura docente.
O trabalho em díade facilitou a construção dos saberes promovendo o diálogo crítico e reflexivo na Prática Educativa Supervisionada, fomentando uma partilha de saberes e articulação de conhecimentos. A metodologia utilizada para o desenvolvimento de ações foi a Investigação-Ação (I-A) que permite a evolução da atitude crítica dos investigadores e permite um melhor progresso a nível do crescimento enquanto futuros docentes.
O Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, de perfil duplo, permitiu a construção de saberes nas duas valências educativas favorecendo a visão da transição educativa e articulação vertical no desenvolvimento holístico da criança. Assim, a PES, é uma mais-valia no que concerne à construção de saberes experienciais resultante da mobilização dos saberes científicos, técnicos, pedagógicos e da práxis.
This report is a vital document in what is the conclusion of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It was developed within the subject of Supervised Educational Practice and results from the observation, participation, and mobilization of knowledge inherent to Educational Practice in the context of Pre-School and then the 1st Cycle of Basic Education. This report is organized so that reading it is facilitated, being divided into chapters, which refer to both contexts separately, ending with a reflection on the Practice. The first chapter refers to the theoretical and legal framework, the second to the contextualization of the internship centers, the class and group, as well as the social environment that surrounds them, finishing the chapter with the methodology used during the internship. Lastly, the third chapter refers to the explanation and analysis of the actions developed during the Supervised Educational Practice. Working as a dyad helped with the construction of knowledge promoting critical e reflexive dialogue to the Practice, fostering wisdom and an articulation of knowledge. The methodology used for the development of actions was Action Research, which allowed the evolution of the researchers' critical attitude and allows for better progress in terms of growth as future teachers. The Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of double profile allows the construction of knowledge in both educational valences favoring the educational transition and vertical articulation of the holistic development of the child. Thus, the Supervised Educational Practice is an asset in terms of experiential learning resulting from the mobilization of scientific, technical, pedagogical practical knowledge.
This report is a vital document in what is the conclusion of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It was developed within the subject of Supervised Educational Practice and results from the observation, participation, and mobilization of knowledge inherent to Educational Practice in the context of Pre-School and then the 1st Cycle of Basic Education. This report is organized so that reading it is facilitated, being divided into chapters, which refer to both contexts separately, ending with a reflection on the Practice. The first chapter refers to the theoretical and legal framework, the second to the contextualization of the internship centers, the class and group, as well as the social environment that surrounds them, finishing the chapter with the methodology used during the internship. Lastly, the third chapter refers to the explanation and analysis of the actions developed during the Supervised Educational Practice. Working as a dyad helped with the construction of knowledge promoting critical e reflexive dialogue to the Practice, fostering wisdom and an articulation of knowledge. The methodology used for the development of actions was Action Research, which allowed the evolution of the researchers' critical attitude and allows for better progress in terms of growth as future teachers. The Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of double profile allows the construction of knowledge in both educational valences favoring the educational transition and vertical articulation of the holistic development of the child. Thus, the Supervised Educational Practice is an asset in terms of experiential learning resulting from the mobilization of scientific, technical, pedagogical practical knowledge.
Description
Keywords
Prática educativa supervisionada Trabalho em díade Investigação-ação Partilha de saberes Supervised educational practice Dyad Action research Articulation of knowledge
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação