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Abstract(s)
O presente relatório de estágio de qualificação profissional para
obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico tem como objetivo essencial a apresentação e
análise crítica e reflexiva do percurso formativo da mestranda – Prática
Educativa Supervisionada (PES) que contribuiu para o início da
construção da identidade profissional docente com um perfil para o
séc. XXI.
Este documento tem por base pressupostos teóricos, concetuais
e legais que fundamentaram a PES em ambas as valências abordadas e
permitiram a aquisição de competências a nível profissional e pessoal.
Desta forma, torna-se indispensável referir os três princípios
estruturantes que sustentaram o desenvolvimento deste relatório e a
formação da mestranda: os pilares da educação: o aprender a conhecer,
aprender a fazer, aprender a conviver e aprender a ser. Neste sentido,
realça-se as etapas da metodologia de investigação-ação por se
constituírem fundamentais na construção do conhecimento num
paradigma socio construtivista, em que a criança é o epicentro do seu
percurso educativo. Importa ainda ressalvar o processo colaborativo
que enriqueceu o olhar e a intervenção em contexto. A revisão da
literatura evidencia a necessidade de recriar as práticas tradicionais,
rígidas e puramente transmissivas e implementar novas metodologias
dinâmicas e interativas com recursos atualizados com vista a garantir
práticas inovadoras e criativas que respondam aos problemas da
atualidade.
The present report of the professional qualification stage to obtain the Master's Degree in Pre-school Education and 1 st Cycle of Basic Education has as its essential objective the critical and reflexive analysis presentation of the training course of the master student - Supervised Educational Practice (PES), who contributed to the construction of a professional identity with a profile for the XXI century. This document is based on the theoretical, conceptual and legal assumptions that support the PES in both approaches and allowed the acquisition of skills on a professional and personal level. In this way, it is indispensable to mention the three structuring principles that underpinned the development of this report and the formation of the master student: the pillars of learning: learning to know, learning to do, learning to live together and learning to be. In this sense, the steps of the research-action methodology are highlighted because they are fundamental in the construction of knowledge in a socio-constructivist paradigm, in which the child is the epicenter of its educational course. It is also important to bring out the collaborative process that enriched the look and intervention in context. The literature review highlights the need to recreate traditional, rigid and purely transmissive practices and implement new dynamic and interactive methodologies with updated resources to ensure innovative and creative practices that respond to current problems.
The present report of the professional qualification stage to obtain the Master's Degree in Pre-school Education and 1 st Cycle of Basic Education has as its essential objective the critical and reflexive analysis presentation of the training course of the master student - Supervised Educational Practice (PES), who contributed to the construction of a professional identity with a profile for the XXI century. This document is based on the theoretical, conceptual and legal assumptions that support the PES in both approaches and allowed the acquisition of skills on a professional and personal level. In this way, it is indispensable to mention the three structuring principles that underpinned the development of this report and the formation of the master student: the pillars of learning: learning to know, learning to do, learning to live together and learning to be. In this sense, the steps of the research-action methodology are highlighted because they are fundamental in the construction of knowledge in a socio-constructivist paradigm, in which the child is the epicenter of its educational course. It is also important to bring out the collaborative process that enriched the look and intervention in context. The literature review highlights the need to recreate traditional, rigid and purely transmissive practices and implement new dynamic and interactive methodologies with updated resources to ensure innovative and creative practices that respond to current problems.
Description
Keywords
Educação Prática educativa supervisionada Metodologia de investigação-ação Paradigma socio construtivista Trabalho Colaborativo Inovação e Criatividade Education Supervised Educational Practice Action-research methodology Socio-constructivist paradigm Collaborative process Innovation and Creativity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação