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Abstract(s)
O presente relatório incide sobre a formação da mestranda ao longo da Prática Educativa Supervisionada (PES), nos contextos de Educação Pré-Escolar e 1º Ciclo do Ensino Básico.
Primordialmente, evidencia-se o quadro teórico e legal que fundamentou a tomada de decisão, tendo a sua apropriação possibilitado a construção de alicerces profissionais sólidos. Estes, por sua vez, potenciaram práticas criativas e contextualizadas, onde a criança emerge enquanto centro da ação, sendo os seus interesses o ponto de partida.
Nesse contexto, a mobilização dos pressupostos contemplados pela Metodologia de Investigação-Ação constituiu-se um pilar do desenvolvimento de práticas transformadoras e significativas para as crianças. Assim, a adoção de uma postura observadora, reflexiva e investigativa assumiu-se basilar à ação pedagógica desenvolvida, procurando o seu aperfeiçoamento. Do mesmo modo, a Metodologia de Trabalho por Projeto possibilitou o desenvolvimento de projetos integradores em ambas as valências de PES.
Finalmente, destaca-se a preponderância da formação de docentes detentores do perfil duplo que, sem descurar as especificidades de cada valência, deverão ser possuidores de uma visão global e integral da educação, percecionando-a como um processo contínuo. Com efeito, promovem a articulação curricular, o trabalho colaborativo e o envolvimento das famílias a fim de assegurar um ambiente confortável para a criança, conduzindo a que, as inevitáveis transições educativas, sejam suaves e tranquilas. Tais pressupostos acompanharam a ação educativa da mestranda no decurso da sua ação pedagógica, perspetivando o seu futuro profissional enquanto Educadora de Infância e Professora do 1º Ciclo do Ensino Básico.
This report focuses on the training of the master's student throughout the Supervised Educational Practice, in the contexts of Pre-School Education and 1st Cycle of Basic Education. First, the theoretical and legal framework underpinning decision-making is highlighted, tending to its appropriation, enabling the construction of solid professional qualifications. These, in turn, will promote creative and contextualized practices, where children emerge as the center of action, being its interests the starting point. In this context, the mobilization of two assumptions contemplated by the Research-Action Methodology constitutes a pillar for the development of transforming and meaningful practices for children. Therefore, it is assumed that the adoption of an observant, reflective and investigative posture is based on the pedagogical action developed seeking its improvement. Likewise, the Project Work Methodology allows the development of integrative projects in both Supervised Educational Practice valences. Finally, it is important to highlight the preponderance of training teachers with a dual profile who, despite the specificities of each valence, must have a global and integral vision of education, perceiving it as a continuous process. To this end, we promote curricular articulation, collaborative work and family involvement in order to guarantee a comfortable environment for the child, making the inevitable educational transitions smooth and peaceful for the child. These assumptions accompany the educational activity of the master's student in the course of her pedagogical activity, envisioning her professional future as a Kindergarten Teacher and Teacher of the 1st Cycle of Basic Education.
This report focuses on the training of the master's student throughout the Supervised Educational Practice, in the contexts of Pre-School Education and 1st Cycle of Basic Education. First, the theoretical and legal framework underpinning decision-making is highlighted, tending to its appropriation, enabling the construction of solid professional qualifications. These, in turn, will promote creative and contextualized practices, where children emerge as the center of action, being its interests the starting point. In this context, the mobilization of two assumptions contemplated by the Research-Action Methodology constitutes a pillar for the development of transforming and meaningful practices for children. Therefore, it is assumed that the adoption of an observant, reflective and investigative posture is based on the pedagogical action developed seeking its improvement. Likewise, the Project Work Methodology allows the development of integrative projects in both Supervised Educational Practice valences. Finally, it is important to highlight the preponderance of training teachers with a dual profile who, despite the specificities of each valence, must have a global and integral vision of education, perceiving it as a continuous process. To this end, we promote curricular articulation, collaborative work and family involvement in order to guarantee a comfortable environment for the child, making the inevitable educational transitions smooth and peaceful for the child. These assumptions accompany the educational activity of the master's student in the course of her pedagogical activity, envisioning her professional future as a Kindergarten Teacher and Teacher of the 1st Cycle of Basic Education.
Description
Keywords
Investigação-ação Metodologia de Trabalho por Projeto Aprendizagem na localidade Abordagem às ciências Perfil duplo Action-research Project work methodology Learning in the locality Approach to Science Dual profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação