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Abstract(s)
A aprendizagem é uma ação constante ao longo da vida, sendo através dela que se palmilha o longo caminho de construção da identidade profissional, preconizada pela Prática Educativa Supervisionada, repleta de experiências e de importantes momentos de partilha de saberes. Deste modo, a PES constituiu-se como um espaço de mobilização dos conhecimentos científicos, pedagógicos e didáticos que permitiram a realização de uma prática contextualizada, significativa, relevante, pertinente e adequada, possibilitando a adoção de uma postura ativa e indagadora, baseada na reflexão constante sobre e na ação, permitindo agir de forma adequada às exigências de cada contexto educativo.
No seguimento do exposto, o Relatório de Estágio constitui-se como um espaço de apresentação de todas as vivências experienciadas pela mestranda, enquanto professora estagiária, tendo como objetivo a realização de uma análise crítica e refletida, apoiada nos pressupostos legais e teóricos relativos à Educação Básica e a tudo o que integra e contempla.
A investigação desenvolvida em torno das práticas de ensino da História e Geografia de Portugal e do Estudo do Meio, no âmbito das Ciências Humanas e Sociais, tendo o modelo de “aula-oficina” de base Construtivista como referência, revelou-se uma mais-valia no desenvolvimento de capacidades e competências de investigação, bem como na perceção, por parte da mestranda, dos impactos das diferentes metodologias adotadas em sala de aula. Importa referir que contribuiu, igualmente, para a consolidação da ação educativa e de ideias e vincos pessoais da mestranda, enquanto futura profissional de educação, que objetiva uma Escola profícua em aprendizagens significativa
Learning is a constant action throughout life, and it is within it that long way of building the professional identity is made, provided by the Supervised Educational Practice, full of practical teaching experiences and moments of sharing and exchanging knowledge. Likewise, PES constituted a place for mobilizing scientific, pedagogical and didactic knowledge that enabled a contextualized, meaningful, relevant and pertinent practice to be carried out, making possible the adoption of an active and inquiring posture based on constant reflection over and about the action, allowing us to act appropriately to the demands of each educational context. Following the above, the Internship Report constitutes a predilect space to present all the experiences underwent by the master as a trainee teacher, with the goal of carrying out a critical and reflected analysis, supported by legal and theoretical assumptions related to Primary & Elemental Education and everything that integrates and contemplates it. The developed research over teaching practices of History and Geography of Portugal and the Study of the Environment in the scope of the Human and Social Sciences, with the workshop-based model of Constructivist as reference, proved an added value in the development of research capacities and competences, as well as the perception of its impact in the different methodologies adopted in the classroom by the teacher. It is important to mention that it has also contributed to the consolidation of the educational action and personal ideas and beliefs of the master student, as a future education professional, who aims at a proficient School in meaningful learning for students, where the teacher does not teach how to think like him, but without him.
Learning is a constant action throughout life, and it is within it that long way of building the professional identity is made, provided by the Supervised Educational Practice, full of practical teaching experiences and moments of sharing and exchanging knowledge. Likewise, PES constituted a place for mobilizing scientific, pedagogical and didactic knowledge that enabled a contextualized, meaningful, relevant and pertinent practice to be carried out, making possible the adoption of an active and inquiring posture based on constant reflection over and about the action, allowing us to act appropriately to the demands of each educational context. Following the above, the Internship Report constitutes a predilect space to present all the experiences underwent by the master as a trainee teacher, with the goal of carrying out a critical and reflected analysis, supported by legal and theoretical assumptions related to Primary & Elemental Education and everything that integrates and contemplates it. The developed research over teaching practices of History and Geography of Portugal and the Study of the Environment in the scope of the Human and Social Sciences, with the workshop-based model of Constructivist as reference, proved an added value in the development of research capacities and competences, as well as the perception of its impact in the different methodologies adopted in the classroom by the teacher. It is important to mention that it has also contributed to the consolidation of the educational action and personal ideas and beliefs of the master student, as a future education professional, who aims at a proficient School in meaningful learning for students, where the teacher does not teach how to think like him, but without him.
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Keywords
Prática de ensino supervisionada Metodologias pedagógico-didáticas Reflexão sobre e na ação Construtivismo aula-oficina Supervised teaching practice Pedagogical-didactic methodologies Reflection on and action Constructivism Classroom-workshop
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Publisher
Instituto Politécnico do Porto. Escola Superior de Educação