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Abstract(s)
Neste documento formativo apresenta-se de um modo descritivo, crítico e reflexivo o percurso desenvolvido ao longo da Unidade Curricular da Prática Educativa Supervisionada, integrada no ciclo de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Este relatório revela-se um espaço caracterizador das intervenções educativas realizadas nos contextos da EPE e do 1º CEB, que espelham o desenvolvimento profissional e pessoal conseguido.
As práticas mencionadas foram sustentadas por um quadro teórico e legal, que mobilizado, juntamente, com valores e crenças pessoais possibilitou a construção gradativa de um quadro teórico e prático próprio. Em cada ação desenvolvida a criança foi considerada o principal interveniente no processo de ensino e de aprendizagem, sendo ela que concede sentido ao ato educativo.
Assim, ao longo dos meses de estágio procurou-se conduzir à construção de saberes que articulassem os programas nacionais com os interesses e dificuldades dos grupos de crianças, o que só foi possível através da metodologia de investigação-ação. Foi através desta, que a observação, a planificação, a ação, a reflexão e a avaliação se juntaram rumo a um objetivo comum: construir aprendizagens significativas.
Deste modo, toda a ação educativa teve em consideração a educação, a aprendizagem e o bem-estar de cada criança, com vista ao seu desenvolvimento holístico. Por isso, a promoção da articulação de saberes revelou-se fundamental.
Neste sentido, a PES proporcionou o desenvolvimento de conhecimentos e competências imprescindíveis para a construção de uma identidade profissional, integrada num contexto de perfil duplo.
In this formative document is presented, in a descriptive, critical and reflexive way, the path developed along the curricular unit of Supervised Educational Practice , integrated in the study cycle of the Master’s Degree in Preschool and 1st Basic Education. This report presents itself as characterising space for the educational interventions performed in the Preschool and 1st CEB Basic Education contexts, which aims to present the professional and personal development achieved. The mentioned practices have been sustained by a conceptual and theoretical framework, that mobilised, in cojunction with, personal values and beliefs allowed the gradual development of a personal theoretical and pratical framework. In each action developed, the child was considered as the major actor in the teaching and learning process, being her, who gives meaning to the educational act. So, along the Internship months it was sought to lead to the consstruction of knowledge that articulated the national programs with the group’s interests and difficulties, which was only possible by using the research-action methodology. Through this, the observation, planning, action, reflection and evaluation provided direction to a common purpose: to build a meaningul learning. Thus, all educational action took into account education, learning and each child well-being, regarding it’s holistic development. Therefore, the learning articulation was crucial. In this respect, Supervised Educational Practice provided the development of indispensable knowledge and skills to the construction of a professional identity, integrated in a context of a dual profile.
In this formative document is presented, in a descriptive, critical and reflexive way, the path developed along the curricular unit of Supervised Educational Practice , integrated in the study cycle of the Master’s Degree in Preschool and 1st Basic Education. This report presents itself as characterising space for the educational interventions performed in the Preschool and 1st CEB Basic Education contexts, which aims to present the professional and personal development achieved. The mentioned practices have been sustained by a conceptual and theoretical framework, that mobilised, in cojunction with, personal values and beliefs allowed the gradual development of a personal theoretical and pratical framework. In each action developed, the child was considered as the major actor in the teaching and learning process, being her, who gives meaning to the educational act. So, along the Internship months it was sought to lead to the consstruction of knowledge that articulated the national programs with the group’s interests and difficulties, which was only possible by using the research-action methodology. Through this, the observation, planning, action, reflection and evaluation provided direction to a common purpose: to build a meaningul learning. Thus, all educational action took into account education, learning and each child well-being, regarding it’s holistic development. Therefore, the learning articulation was crucial. In this respect, Supervised Educational Practice provided the development of indispensable knowledge and skills to the construction of a professional identity, integrated in a context of a dual profile.
Description
Keywords
Construção da aprendizagem Articulação de saberes Desenvolvimento profissional Child Learning construction Learning articulation Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação