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Abstract(s)
O presente relatório de estágio surge no âmbito da Unidade Curricular de Prática Educativa
Supervisionada integrada no plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar
e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação do Porto. Desta forma,
pretende espelhar um olhar reflexivo sobre todo o percurso de aprendizagem construído e o seu
impacto no desenvolvimento pessoal e profissional, necessário à obtenção do grau de mestre nas
duas valências.
Desta forma, é salientado o papel fulcral das diferentes fases que compõem a Metodologia
de lnvestigação-Ação adotada - observação, planificação, ação e reflexão - que, com o seu
caráter cíclico, nortearam a construção das ações pedagógicas desenvolvidas e,
consequentemente, a organização do documento vigente, numa articulação contínua com
saberes teóricos e práticos. É evidenciado, do mesmo modo, a importância do trabalho
colaborativo concretizado entre todos os intervenientes - par pedagógico, supervisoras
institucionais, orientadoras cooperantes, crianças e demais intervenientes - e a sua repercussão
no desenvolvimento de práticas educativas mais colaborativas.
Procurou-se, por isso, desenvolver práticas educativas transformadoras que fossem ao
encontro das necessidades, interesses e dificuldades das crianças, numa visão construtivista da
criança, com vista ao seu desenvolvimento holístico e à construção de aprendizagens
verdadeiramente significativas e contextualizadas.
Assim, importa realçar que o presente documento representa uma pequena porção de
uma longa caminhada que foi a PES, procurando não só refletir sobre esta, mas perspetivando
uma formação docente contínua, cuja atualização deverá permanecer constante e ininterrupta,
uma vez que a identidade profissional docente se constrói permanentemente em interação com
os que contribuem para o desenvolvimento pessoal e profissional.
This internship report is part of the Supervised Educational Practice curricular unit integrated in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary School Teaching, of the School of Education of Porto. ln this way, it attempts to mirrar a reflective look over the entire learning path built and its impact on personal and professional development, necessary to obtain the master's degree in both valences. Therefore, the key role of the different phases that make up the adopted Action-Research Methodology - observation, planning, action and reflection - is highlighted. Their cyclical nature guided the construction ofthe developed pedagogical actions and, consequently, the organization of the current document, in a continuous articulation with theoretical and practical knowledge. The importance of the collaborative work carried out among ali the intervening parties is also highlighted - pedagogical pair, institutional supervisors, cooperating supervisors, children and other intervening parties - and its repercussion on the development of more collaborative educational practices. We tried, for that reason, to develop transformative educational practices that would meet the children's needs, interests and difficulties, within a constructivist view of the child, with a view to the child's holistic development and the construction of truly significant and contextualized learning. So, it is important to emphasize that the present document represents a small portion of a long journey that was the PES, seeking not only to reflect on it, but ais o to perspective a continuous teacher training, which updating should remain constant and uninterrupted, since the professional teacher identity is built permanently in interaction with those who contribute to personal and professional development.
This internship report is part of the Supervised Educational Practice curricular unit integrated in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary School Teaching, of the School of Education of Porto. ln this way, it attempts to mirrar a reflective look over the entire learning path built and its impact on personal and professional development, necessary to obtain the master's degree in both valences. Therefore, the key role of the different phases that make up the adopted Action-Research Methodology - observation, planning, action and reflection - is highlighted. Their cyclical nature guided the construction ofthe developed pedagogical actions and, consequently, the organization of the current document, in a continuous articulation with theoretical and practical knowledge. The importance of the collaborative work carried out among ali the intervening parties is also highlighted - pedagogical pair, institutional supervisors, cooperating supervisors, children and other intervening parties - and its repercussion on the development of more collaborative educational practices. We tried, for that reason, to develop transformative educational practices that would meet the children's needs, interests and difficulties, within a constructivist view of the child, with a view to the child's holistic development and the construction of truly significant and contextualized learning. So, it is important to emphasize that the present document represents a small portion of a long journey that was the PES, seeking not only to reflect on it, but ais o to perspective a continuous teacher training, which updating should remain constant and uninterrupted, since the professional teacher identity is built permanently in interaction with those who contribute to personal and professional development.
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Trabalho colaborativo Criança Formação docente contínua Supervised educational practice Action-research methodology Cooperative work Child Continuous teacher education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação