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Abstract(s)
O relatório de estágio é um documento cujo propósito é a
apresentação e reflexão crítica sobre a Prática Pedagógica
Supervisionada (PPS) desenvolvida nos contextos de Educação Pré-
Escolar e do 1º Ciclo do Ensino Básico, no âmbito do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
As PPS foram, então, espaços de crescimento pessoal e profissional na
medida em que permitiram o desenvolvimento de capacidades e
competências associadas, não só, ao saber e saber-fazer, como ao saberser
e saber-estar em educação e, ainda, ao saber ensinar a aprender,
constituindo um momento ímpar na construção da identidade da futura
docente. Para tal, concorreram as experiências práticas vividas como
também todos os exercícios crítico-reflexivos sobre as práticas levadas a
cabo. De facto, foram estes últimos os impulsionadores de um
alargamento e aprofundamento das referências teórico-legais, aspeto
crucial para a construção de uma prática sustentada, contextualizada e
significativa, enquadrada no paradigma socio construtivista.
Assim, são evidentes os pilares da metodologia de investigação-ação
enquanto suporte central das práticas desenvolvidas, a partir da qual se
promoveu a construção de um ambiente pedagógico diferenciado e
significativo.
The internship report is a document which purpose is the presentation and critical reflection on the Supervised Pedagogical Practice developed during the internship in Pre-School Education and 1st Cycle of Basic Education, in the framework of Pre-School Education and 1st Cycle of Basic Education Master’s degree. The Supervised Pedagogical Practice, in both contexts, where, in that way, opportunities to grow as a person and as a professional once enhanced the development of skills and competences related to, on one hand, to the expertise in teaching and, on the other, to the ethical and theoretical aspects of education and of being a teacher. For this purpose, competed the experiences of lived practices, but also all the criticalreflexive exercises on the practices carried out. In fact, these moments of reflexion enabled the broadening and deepening of theoretical and legal references, which was a key aspect for the construction of a sustained, contextualized and significant practice, framed in a socio-constructivist paradigm. Thus, there are evident the fundamental principles of the Investigation-action methology, as the central support of the developed practices, whose main contribution was the promotion of a pedagogical environment, didactically differentiated and meaningful.
The internship report is a document which purpose is the presentation and critical reflection on the Supervised Pedagogical Practice developed during the internship in Pre-School Education and 1st Cycle of Basic Education, in the framework of Pre-School Education and 1st Cycle of Basic Education Master’s degree. The Supervised Pedagogical Practice, in both contexts, where, in that way, opportunities to grow as a person and as a professional once enhanced the development of skills and competences related to, on one hand, to the expertise in teaching and, on the other, to the ethical and theoretical aspects of education and of being a teacher. For this purpose, competed the experiences of lived practices, but also all the criticalreflexive exercises on the practices carried out. In fact, these moments of reflexion enabled the broadening and deepening of theoretical and legal references, which was a key aspect for the construction of a sustained, contextualized and significant practice, framed in a socio-constructivist paradigm. Thus, there are evident the fundamental principles of the Investigation-action methology, as the central support of the developed practices, whose main contribution was the promotion of a pedagogical environment, didactically differentiated and meaningful.
Description
Keywords
Educação Prática pedagógica supervisionada Paradigma socio construtivista Metodologia de investigação-ação Education Supervised pedagogical practice Socio-construtivist paradigma Investigation-action methology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação