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Cooperar para aprender e aprender a cooperar: Inovação pedagógica na EPE e no 1.º CEB
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| 1.44 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Estágio incide sobre o processo de formação realizado no âmbito da Unidade Curricular Prática Educativa Supervisionada, integrada no 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este documento, que constitui um requisito imprescindível para a profissionalização para um perfil duplo docente, objetiva a reflexão sobre a experiência vivenciada nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Considerando o paradigma socioconstrutivista, este relatório reconhece a criança enquanto sujeito e agente do processo educativo, encarando o docente como mediador, o qual planeia e executa abordagens inovadoras e inclusivas, que contribuem para o desenvolvimento holístico das crianças. Por conseguinte, as práticas educativas desenvolvidas atentaram ao ciclo dinâmico de observação, planificação, ação e reflexão, característico da metodologia de investigação-ação, promovendo aprendizagens significativas e potenciadoras do preconizado nos documentos orientadores curriculares da prática educativa. Assim, procurou-se dinamizar ações pedagógicas para e com a comunidade educativa e os pais/famílias, atendendo à profunda relevância que tal pressupõe no desenvolvimento cognitivo, emocional e social das crianças. O documento denota, ainda, a importância da construção de uma atitude profissional reflexiva, facilitadora da tomada de decisões em contextos de singularidade, o que contribui significativamente para o processo de construção da identidade profissional do docente com perfil duplo. Além disso, o relatório aponta para uma perspetiva de construção colaborativa dos saberes profissionais, entre a díade e a equipa pedagógica, fomentando uma prática educativa coesa e intencional, adequada aos interesses, necessidades e fragilidades de cada criança.
This Internship Report focuses on the training process carried out as part of the Supervised Educational Practice Curriculum Unit, part of the 2nd year of the Master's Degree in Pre- -School Education and Primary School Teaching. This document, which is an essential requirement for the professionalisation of a dual teacher profile, aims to reflect on the experience in the contexts of Pre-School Education and the 1st Cycle of Basic Education. Considering the socioconstructivist paradigm, this report recognises the child as the subject and agent of the educational process, seeing the teacher as a mediator who plans and implements innovative and inclusive approaches that contribute to the holistic development of children. Therefore, the educational practices developed were based on the dynamic cycle of observation, planning, action and reflection, which is characteristic of the action-research methodology, promoting meaningful learning that enhances what is recommended in the documents that guide educational practice. The aim was to promote pedagogical actions for and with the educational community and parents/families, given the profound importance of this for children's cognitive, emotional and social development. The document also emphasises the importance of building a reflective professional attitude that facilitates decision-making in unique contexts, which contributes significantly to the process of building the professional identity of the dual-profile teacher. In addition, the report points to a perspective of collaborative construction of professional knowledge, between the dyad and the teaching team, fostering a cohesive and intentional educational practice, suited to the interests, needs and fragilities of each child.
This Internship Report focuses on the training process carried out as part of the Supervised Educational Practice Curriculum Unit, part of the 2nd year of the Master's Degree in Pre- -School Education and Primary School Teaching. This document, which is an essential requirement for the professionalisation of a dual teacher profile, aims to reflect on the experience in the contexts of Pre-School Education and the 1st Cycle of Basic Education. Considering the socioconstructivist paradigm, this report recognises the child as the subject and agent of the educational process, seeing the teacher as a mediator who plans and implements innovative and inclusive approaches that contribute to the holistic development of children. Therefore, the educational practices developed were based on the dynamic cycle of observation, planning, action and reflection, which is characteristic of the action-research methodology, promoting meaningful learning that enhances what is recommended in the documents that guide educational practice. The aim was to promote pedagogical actions for and with the educational community and parents/families, given the profound importance of this for children's cognitive, emotional and social development. The document also emphasises the importance of building a reflective professional attitude that facilitates decision-making in unique contexts, which contributes significantly to the process of building the professional identity of the dual-profile teacher. In addition, the report points to a perspective of collaborative construction of professional knowledge, between the dyad and the teaching team, fostering a cohesive and intentional educational practice, suited to the interests, needs and fragilities of each child.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Trabalho colaborativo Prática educativa Pre-school education 1st Cycle of Basic Education Collaborative work Educational practice
Pedagogical Context
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CC License
Without CC licence