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Authors
Abstract(s)
O desenvolvimento do presente relatório surge no âmbito da unidade curricular de Prática
Educativa Supervisionada integrada no Mestrado de Educação Pré-Escolar e Ensino do 1º Ciclo
do Ensino Básico e visa dar a conhecer a prática pedagógica desenvolvida em ambos os contextos
através da análise e da reflexão das ações, habilita para a docência do profissional de perfil duplo.
O percurso apresentado neste relatório permitiu a mobilização de referenciais teóricos e
legais que contribuíram para a concretização de práticas educativas. Ademais, numa procura
constante de respostas que possibilitem uma intervenção mais adequada mediante os interesses
e necessidades das crianças concretizou-se o desenvolvimento de uma aproximação à
Metodologia de lnvestigação-Ação que permitiu a construção de uma identidade profissional
assente numa atitude investigadora e reflexiva, devido ao seu carácter cíclico de observação,
planificação, ação e reflexão. Para além disso importa salientar que, simultaneamente a este
percurso careceu de interações pedagógicas de natureza colaborativa nas quais todos os
intervenientes contribuíram para a promoção de práticas singulares, contextualizadas e
inovadoras bem como para o desenvolvimento profissional da futura docente.
Assim, neste documento encontra-se espelhado o esforço de desenvolver uma prática
que permitisse e valorizasse uma aprendizagem para o desenvolvimento holístico da criança,
destacando-se a promoção da flexibilidade, afetividade e participação democrática.
The development of the present report arises within the scope of the curricular unit of Supervised Educational Practice integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and aims to make known the pedagogical practice developed in both contexts through the analysis and reflection of actions, qualifies for the teaching of the professional with dual profile. The course presented in this report allowed the mobilization of theoretical and legal references that contributed to the realization of educational practices. Furthermore, in a constant search for answers that allow a more adequate intervention through the interests and needs of children, the development of an approach to the Research-Action Methodology was achieved, which allowed the construction of a professional identity based on an investigative and reflective attitude, dueto its cyclical character of observation, planning, action and reflection. Moreover, it is important to point out that, at the sarne time, this course encountered pedagogical interactions of a collaborative nature in which ali actors contributed to the promotion of unique, contextualized and innovative practices as well as to the professional development of the future teacher. Therefore, this document reflects the effort to develop a practice that would allow and value learning for the holistic development of the child, highlighting the promotion of flexibility, affectivity and democratic participation.
The development of the present report arises within the scope of the curricular unit of Supervised Educational Practice integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and aims to make known the pedagogical practice developed in both contexts through the analysis and reflection of actions, qualifies for the teaching of the professional with dual profile. The course presented in this report allowed the mobilization of theoretical and legal references that contributed to the realization of educational practices. Furthermore, in a constant search for answers that allow a more adequate intervention through the interests and needs of children, the development of an approach to the Research-Action Methodology was achieved, which allowed the construction of a professional identity based on an investigative and reflective attitude, dueto its cyclical character of observation, planning, action and reflection. Moreover, it is important to point out that, at the sarne time, this course encountered pedagogical interactions of a collaborative nature in which ali actors contributed to the promotion of unique, contextualized and innovative practices as well as to the professional development of the future teacher. Therefore, this document reflects the effort to develop a practice that would allow and value learning for the holistic development of the child, highlighting the promotion of flexibility, affectivity and democratic participation.
Description
Keywords
Prátíca educatíva supervísíonada Metodología de investígação-ação Perfíl duplo docente Críança Supervised educational practice Methodology of research-action Dual profile Children
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação