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Authors
Abstract(s)
O presente relatório apresenta-se como o culminar de todo o trabalho
desenvolvido na Unidade Curricular de Integração Curricular: Prática Educativa e
Relatório de Estágio, constituindo um requisito parcial para a obtenção do grau de
Mestre em Ensino dos 1º e 2º Ciclos do Ensino Básico (CEB). Este documento assumese
como um relatório de formação pessoal e profissional da mestranda, espelhando,
de forma refletida e fundamentada, o seu percurso realizado no âmbito da sua
intervenção educativa em contexto de supervisão onde a mobilização de saberes
ganha relevância.
No desenvolvimento da prática pedagógica a metodologia de investigação-ação
norteou a conduta da professora estagiária. Esta metodologia processa-se num ciclo
de etapas que inicia na observação, passa pela planificação, ação e reflexão. Sustentase
numa perspetiva construtivista e socio-construtivista no sentido da construção de
conhecimentos sólidos que ocorrem na interação de experiências práticas, teóricas,
relacionais e sensoriais que sustentam o desenvolvimento da profissionalidade
docente. A supervisão assume-se, então, como um momento privilegiado e
insubstituível de aprendizagem no processo de formação para a docência, pois releva
a transformação e o aperfeiçoamento da prática pedagógica abraçando o trabalho
colaborativo e cooperativo. Neste sentido, a partilha de saberes com o par pedagógico,
Professores Supervisores e Professores Orientadores Cooperantes fez com que a
mestranda crescesse ainda mais, enquanto pessoa, e construísse um perfil profissional
que favorece o saber-ser e estar, e saber-fazer e transformar. Este trabalho inclui,
também, uma reflexão crítica sobre todo o envolvimento com a comunidade escolar,
através da realização de projetos, englobando-se, assim, todas as dimensões da
atividade docente. Deste modo, é um forte contributo para a construção da identidade
pessoal da futura docente
This assignment is the result of all the work developed in the Educational Practice and Internship Report- a module required to complete the Masters in Ensino dos 1º e 2º Ciclos do Ensino Básico (CEB).This document is assumed as a report of personal and professional development of the graduate student, mirroring, of reflected and reasoned way, her journey undertaken as part of its educational intervention in supervisory context where mobilization of knowledge becomes relevant. In the development of pedagogical practice, action-research methodology guided the conduct of the trainee teacher. This methodology takes place in a cycle of steps that begins in observation, goes through planning, action and reflection. It is held in a constructivist perspective and socio- constructivist towards building solid knowledge that occur in the interaction of practical , theoretical , relational and sensory experiences that support the development of the teaching profession. Supervision is assumed, then, as a privileged and irreplaceable moment of learning in the process of training for teachers, as highlights the transformation and improvement of pedagogical practices embracing collaborative and cooperative work. In this sense, the sharing of knowledge with the pedagogical pair , Supervisors and Cooperative Mentors made the graduate student further grow as a person and build a professional profile that favors know- being and being, and know - how and turn. This work also includes a critical reflection on all involvement with the school community through the project realization, covering up so all dimensions of teaching activity. It is thus a strong contribution to the construction of the personal identity of the future teacher
This assignment is the result of all the work developed in the Educational Practice and Internship Report- a module required to complete the Masters in Ensino dos 1º e 2º Ciclos do Ensino Básico (CEB).This document is assumed as a report of personal and professional development of the graduate student, mirroring, of reflected and reasoned way, her journey undertaken as part of its educational intervention in supervisory context where mobilization of knowledge becomes relevant. In the development of pedagogical practice, action-research methodology guided the conduct of the trainee teacher. This methodology takes place in a cycle of steps that begins in observation, goes through planning, action and reflection. It is held in a constructivist perspective and socio- constructivist towards building solid knowledge that occur in the interaction of practical , theoretical , relational and sensory experiences that support the development of the teaching profession. Supervision is assumed, then, as a privileged and irreplaceable moment of learning in the process of training for teachers, as highlights the transformation and improvement of pedagogical practices embracing collaborative and cooperative work. In this sense, the sharing of knowledge with the pedagogical pair , Supervisors and Cooperative Mentors made the graduate student further grow as a person and build a professional profile that favors know- being and being, and know - how and turn. This work also includes a critical reflection on all involvement with the school community through the project realization, covering up so all dimensions of teaching activity. It is thus a strong contribution to the construction of the personal identity of the future teacher
Description
Keywords
Prática pedagógica supervisionada Investigação – ação Desenvolvimento profissional e pessoal Supervision Theory Practice Reflection Research-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação