| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.44 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório traduz o percurso formativo no âmbito da Unidade Curricular de Prática Educativa Supervisionada, em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico. Ao longo do documento serão explanados os principais referentes teóricos e legais subjacentes a cada nível educativo, assim como a estreita articulação entre a teoria e a prática, mobilizando-se, deste modo, conhecimentos científicos, pedagógicos e didáticos, curriculares e experienciais, estes construídos nos contextos reais ao longo da PES e que revelam mudanças conceptuais na relação com o saber e na produção de práticas educativas. Foi favorável ao processo a Metodologia de Investigação-Ação, enquanto impulsionadora da transformação da prática e de um professor reflexivo e investigador, a colaboração entre a díade de formação, o professor cooperante e supervisor institucional que enriqueceu o saber da práxis. O documento releva, assim, o paradigma socioconstrutivista no qual se desenvolveu o saber profissional promotor de um perfil duplo de docente assegurando um melhor ajustamento às necessidades efetivas do sistema educativo.
Assim, ao longo da PES compreendeu-se o modo como se produzem os processos de ensinar a aprender a aprender, pelo que iniciamos a construção do eu profissional, a identidade profissional docente.
This report translates the formative journey within the Supervised Educational Practice (SEP), in the context of Pre-School Education and 1st Cycle of Basic Education. Throughout the document the main theoretical and legal references underlying each educational level will be explained, as well as the close articulation between theory and practice, while mobilising scientific, pedagogical and didactic, curricular and experiential knowledge, built up in the real contexts throughout the SEP and which reveal conceptual changes in the relationship with knowledge and in the production of educational practices. The Research-Action Methodology was essencial to the process, as it stimulated the transformation of the practice and of a reflexive and researching teacher, the collaboration between the training dyad, the cooperative teacher and the institutional supervisor that enriched the knowledge of the praxis. The document highlights the socio-constructivist paradigm in which professional knowledge has developed, promoting a double teacher profile, ensuring a better adjustment to the effective needs of the educational system. This way, throughout SEP we understood the way in which the processes of teaching how to learn are produced, so we began the construction of the professional self, the professional teaching identity.
This report translates the formative journey within the Supervised Educational Practice (SEP), in the context of Pre-School Education and 1st Cycle of Basic Education. Throughout the document the main theoretical and legal references underlying each educational level will be explained, as well as the close articulation between theory and practice, while mobilising scientific, pedagogical and didactic, curricular and experiential knowledge, built up in the real contexts throughout the SEP and which reveal conceptual changes in the relationship with knowledge and in the production of educational practices. The Research-Action Methodology was essencial to the process, as it stimulated the transformation of the practice and of a reflexive and researching teacher, the collaboration between the training dyad, the cooperative teacher and the institutional supervisor that enriched the knowledge of the praxis. The document highlights the socio-constructivist paradigm in which professional knowledge has developed, promoting a double teacher profile, ensuring a better adjustment to the effective needs of the educational system. This way, throughout SEP we understood the way in which the processes of teaching how to learn are produced, so we began the construction of the professional self, the professional teaching identity.
Description
Keywords
Formação inicial Docente Prática educativa supervisionada Metodologia de investigação-ação Robótica Initial Training Teacher Educational practice Action-Investigation Methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação