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Advisor(s)
Abstract(s)
Este relatório de estágio integra-se na unidade curricular de Integração
Curricular: Prática Educativa e Relatório de Estágio, inserida no segundo ano
do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico. Neste sentido, tem
como propósito dar a conhecer o percurso realizado pela mestranda nos dois
contextos educativos onde desenvolveu a sua Prática Educativa Supervisionada.
Sendo a Prática o momento em que teoria e práxis se articulam, evidencia,
num primeiro momento, o enquadramento académico e profissional que deve
nortear a ação do professor. Inicia-se, assim, pelos pressupostos legais que
fundamentam a formação de professores e a Prática Educativa Supervisionada,
seguindo-se algumas considerações sobre a dimensão profissional e
pressupostos teóricos e práticos que devem orientar o professor na sua ação,
destacando-se, neste sentido, a reflexão e a investigação nos diferentes
momentos da ação docente.
Descreve, num segundo momento, o contexto educativo onde a mestranda se
integrou, seguindo-se uma análise reflexiva e devidamente fundamentada das
experiências educativas vivenciadas em par pedagógico, nos dois contextos,
nomeadamente, a Escola Eb1/Ji dos Miosótis e a Escola Eb2/3 Pêro Vaz de
Caminha.
Todo este trabalho de cooperação se realizou em par pedagógico,
possibilitando a construção de conhecimentos e de vivências partilhadas que
foram, sem dúvida, enriquecedoras.
Este relatório de estágio pretende evidenciar o crescimento da mestranda a
nível pessoal e profissional e apresenta-se como o culminar de uma etapa
marcante na sua vida, a formação inicial de professores. Fica, desta forma, a
certeza de que o verdadeiro caminho se inicia agora, um caminho esse que será
certamente repleto de novos desafios e aprendizagens.
The report here presented comes out of the curricular unit Integração Curricular: Prática Educativa e Relatório de Estágio, included in the curriculum of the Master Course in the Teaching of 1st and 2nd Cycle of Basic Education. In this context, the main goal is to show the route taken by the graduate student in both educative aspects, where she developed her Supervised Educational Practice. Practice being the moment in which theory and praxis articulate each other, it shows at first the academic and professional framework that must guide the teacher’s action. It starts with the legal requirements that underlie the teacher’s formation and the Supervised Educational Practice. After that, it shows some considerations about the professional dimension and theoretical and practical assumptions that must guide teachers in their work, especially the reflection and investigation in the different moments of teaching activities. In a second moment, this report describes the educative context where the graduate student was integrated, followed by a reflective and reasoned analysis of the experiences lived in pedagogic pair, in both educative contexts in school Eb1/Ji dos Miosótis and Eb2/3 Pêro Vaz de Caminha. All this cooperation work was made in pedagogic pair, enabling the construction of knowledge and shared experiences that were undoubtedly enriching. This report aims to show the graduate student’s growth in a personal and professional level. It is presented as the climax of a key stage in her life, the initial teacher training. It is thus assured that the true journey begins now, a journey full of new challenges and learning processes.
The report here presented comes out of the curricular unit Integração Curricular: Prática Educativa e Relatório de Estágio, included in the curriculum of the Master Course in the Teaching of 1st and 2nd Cycle of Basic Education. In this context, the main goal is to show the route taken by the graduate student in both educative aspects, where she developed her Supervised Educational Practice. Practice being the moment in which theory and praxis articulate each other, it shows at first the academic and professional framework that must guide the teacher’s action. It starts with the legal requirements that underlie the teacher’s formation and the Supervised Educational Practice. After that, it shows some considerations about the professional dimension and theoretical and practical assumptions that must guide teachers in their work, especially the reflection and investigation in the different moments of teaching activities. In a second moment, this report describes the educative context where the graduate student was integrated, followed by a reflective and reasoned analysis of the experiences lived in pedagogic pair, in both educative contexts in school Eb1/Ji dos Miosótis and Eb2/3 Pêro Vaz de Caminha. All this cooperation work was made in pedagogic pair, enabling the construction of knowledge and shared experiences that were undoubtedly enriching. This report aims to show the graduate student’s growth in a personal and professional level. It is presented as the climax of a key stage in her life, the initial teacher training. It is thus assured that the true journey begins now, a journey full of new challenges and learning processes.
Description
Keywords
Aprendizagens Cooperação Formação inicial de professores Cooperation Initial teacher training Learning Supervised educational practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação