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Relatório de Estágio de Soraia Santana Soares
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.32 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio insere-se no âmbito da Prática Educativa Supervisionada nos contextos de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico, tendo como finalidade a obtenção do grau de Mestre e a profissionalização docente com perfil duplo. Este documento reflete o percurso formativo da mestranda, ancorado na Metodologia de Investigação-Ação, que orientou a prática pedagógica segundo um ciclo contínuo de planificação, ação, observação, reflexão e avaliação, promovendo a melhoria contínua da ação educativa.
Sustentada pelo socioconstrutivismo, a intervenção pedagógica valorizou a participação ativa das crianças na construção dos seus conhecimentos, assegurando práticas inclusivas, significativas e ajustadas às suas necessidades e interesses. O adulto foi concebido como mediador ativo neste processo, promovendo experiências de aprendizagem contextualizadas, holísticas e flexíveis. Este processo formativo apoiou-se num sólido enquadramento teórico, didático e legal, articulando saberes científicos, pedagógicos e didáticos. A prática desenvolveu-se num ambiente colaborativo e cooperativo com o par pedagógico, a educadora e o professor cooperantes, as supervisoras institucionais, as crianças e as suas famílias, culminando na realização de dois projetos de intervenção, um em cada nível educativo, estruturados segundo a Metodologia de Trabalho de Projeto.
This internship report is part of the Supervised Educational Practice in the context of Preschool Education and the 1st Cycle of Basic Education, aiming at the Master's degree and teaching qualification with a dual teaching profile. This document reflects the trainee teacher’s formative journey, grounded in the Action Research Methodology, which guided pedagogical practice through a continuous cycle of planning, action, observation, reflection, and evaluation, fostering the ongoing improvement of educational action. Anchored in socioconstructivism, the pedagogical intervention valued the active participation of children in the construction of their own knowledge, ensuring inclusive, meaningful practices adapted to their needs and interests. The adult was conceived as an active mediator in this process, promoting contextualised, holistic, and flexible learning experiences. This formative process was supported by a solid theoretical, didactic, and legal framework, articulating scientific, pedagogical, and didactic knowledge. The practice took place in a collaborative and cooperative environment with the teaching partner, the cooperating educator and teacher, the institutional supervisors, the children, and their families, culminating in the implementation of two intervention projects – one in each educational level – structured according to the Project-Based Learning Methodology.
This internship report is part of the Supervised Educational Practice in the context of Preschool Education and the 1st Cycle of Basic Education, aiming at the Master's degree and teaching qualification with a dual teaching profile. This document reflects the trainee teacher’s formative journey, grounded in the Action Research Methodology, which guided pedagogical practice through a continuous cycle of planning, action, observation, reflection, and evaluation, fostering the ongoing improvement of educational action. Anchored in socioconstructivism, the pedagogical intervention valued the active participation of children in the construction of their own knowledge, ensuring inclusive, meaningful practices adapted to their needs and interests. The adult was conceived as an active mediator in this process, promoting contextualised, holistic, and flexible learning experiences. This formative process was supported by a solid theoretical, didactic, and legal framework, articulating scientific, pedagogical, and didactic knowledge. The practice took place in a collaborative and cooperative environment with the teaching partner, the cooperating educator and teacher, the institutional supervisors, the children, and their families, culminating in the implementation of two intervention projects – one in each educational level – structured according to the Project-Based Learning Methodology.
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Keywords
Prática educativa supervisionada Socioconstrutivismo Metodologia de investigação-ação Metodologia de trabalho de projeto Supervised education practice Socioconstructivism Action research methodology Project based learning
Pedagogical Context
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CC License
Without CC licence