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Authors
Abstract(s)
O presente relatório revela a Prática Educativa Supervisionada desenvolvida no âmbito da Educação Pré-Escolar e do Ensino do 1º Ciclo do Ensino Básico, revelando a análise reflexiva das ações desenvolvidas, sustentadas com referentes teóricos, de forma a despoletar o desenvolvimento da profissionalidade docente.
Neste documento destaca-se, também, a Metodologia de Investigação-Ação cujos seus princípios estiveram na base dos processos de observação, planificação, ação e reflexão que foram tidos em consideração durante o percurso nestes dois níveis educativos, objetivando uma prática adequada aos contextos e que potencie o desenvolvimento profissional docente reflexivo.
Considerando as mudanças constantes com que a sociedade se depara, a formação contínua de um profissional de educação torna-se cada vez mais evidente e importante que esta seja construída em trabalho colaborativo entre docentes e comunidade escolar, sendo valorizadas estas visões de educação e ensino, perante as situações sociais em que esta PES foi desenvolvida, de forma presencial e à distância.
Assim, neste relatório estão percetíveis duas formas de ensino, no 1º Ciclo do Ensino Básico, que constituíram dois meios de formação, permitindo a criação de diferentes formas de observar, agir e refletir, sempre com o mesmo objetivo de garantir experiências de aprendizagens diversificadas e significativas para as crianças.
The present report reveals the Supervised Educational Practice developed within the scope of Pre-School Education and the Primary Education, revealing the reflexive analysis of the actions developed, supported by theoretical references, in order to trigger the development of teaching professionalism. In this document, the Research-Action Methodology also stands out, whose principles were at the basis of the processes of observation, planning, action and reflection that were taken into account during the course at these two educational levels, aiming at a practice appropriate to the contexts and that promotes reflective teaching professional development. Considering the constant changes that society faces, the continuous training of an education professional becomes increasingly evident and important that it is built in collaborative work between teachers and the school community, with these views on education and teaching being valued, before the social situations in which this PES was developed, in person and at a distance. Thus, in this report, two forms of teaching are perceived, in the Primary Education, which constituted two means of training, allowing the creation of different ways of observing, acting and reflecting, always with the same objective of guaranteeing diverse and diverse learning experiences and significant for children.
The present report reveals the Supervised Educational Practice developed within the scope of Pre-School Education and the Primary Education, revealing the reflexive analysis of the actions developed, supported by theoretical references, in order to trigger the development of teaching professionalism. In this document, the Research-Action Methodology also stands out, whose principles were at the basis of the processes of observation, planning, action and reflection that were taken into account during the course at these two educational levels, aiming at a practice appropriate to the contexts and that promotes reflective teaching professional development. Considering the constant changes that society faces, the continuous training of an education professional becomes increasingly evident and important that it is built in collaborative work between teachers and the school community, with these views on education and teaching being valued, before the social situations in which this PES was developed, in person and at a distance. Thus, in this report, two forms of teaching are perceived, in the Primary Education, which constituted two means of training, allowing the creation of different ways of observing, acting and reflecting, always with the same objective of guaranteeing diverse and diverse learning experiences and significant for children.
Description
Keywords
Criança Colaboração Prática Educativa Formação ao longo da vida Child Collaboration Educational practice Lifelong training
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação