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Relatório de estágio de Mafalda Reis Marques
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.99 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio reflete sobre o processo de formação realizado pelamestranda, no âmbito da Prática Educativa Supervisionada nos contextos de 1º Ciclo doEnsino Básico e da Educação Pré-Escolar. Desta forma, tem como propósito evidenciar ascompetências e aprendizagens adquiridas ao longo do percurso de formação, através damobilização de conhecimentos científicos, pedagógicos e didáticos fundamentais aodesenvolvimento da ação educativa. Para além disso, valoriza-se a integração dos referenciaisnormativos que orientam a prática docente, promovendo uma postura crítica, reflexiva eaberta à mudança, consciente de que a construção da identidade profissional é um processocontínuo e em constante evolução. Considerando a importância de uma intervençãopedagógica intencional, significativa e centrada na criança, destacam-se a construção depráticas educativas inclusivas, na qual a criança é reconhecida como agente ativo naconstrução do seu próprio conhecimento, enquanto o docente assume um papel de mediadorno processo de aprendizagem. Além disso, as práticas desenvolvidas foram alicerçadas naMetodologia de Investigação-Ação, organizada em ciclos dinâmicos de observação,planificação, ação e reflexão, contribuindo para uma intervenção inovadora, consciente esignificativa para todos os intervenientes. Ao longo deste relatório, evidencia-se igualmente arelevância do trabalho colaborativo estabelecido entre os diferentes atores educativos, adíade, as docentes cooperantes, as crianças e as supervisoras institucionais. Estas práticasvisam, simultaneamente, o desenvolvimento holístico das crianças e a construção do percursopessoal e profissional do futuro docente de perfil duplo, promovendo uma efetivacontinuidade entre a Educação Pré-Escolar e o 1º Ciclo do Ensino Básico.
This internship report reflects on the training process undertaken by the master's studentwithin the scope of Supervised Educational Practice in the contexts of Primary Education (1stCycle of Basic Education) and Early Childhood Education.Its purpose is to highlight the skills and knowledge acquired throughout the training journey,through the mobilization of scientific, pedagogical, and didactic knowledge essential to thedevelopmentofeducationalaction.In addition, the integration of normative frameworks that guide teaching practice is valued,promoting a critical, reflective, and open attitude toward change, with the awareness that theconstruction of professional identity is a continuous and ever-evolving process. Consideringthe importance of intentional, meaningful, and child-centered pedagogical intervention, thedevelopment of inclusive educational practices is emphasized—practices in which the child isrecognized as an active agent in the construction of their own knowledge, while the teachertakes on the role of mediator in the learning process. Moreover, the practices developed weregrounded in the Action Research Methodology, organized in dynamic cycles of observation,planning, action, and reflection, contributing to an innovative, conscious, and meaningfulintervention for all stakeholders. Throughout this report, the relevance of collaborative workestablished among the different educational actors is also highlighted—the dyad, cooperatingteachers, children, and institutional supervisors. These practices aim simultaneously at theholistic development of the children and the construction of the personal and professionalpath of the future dual-profile teacher, promoting effective continuity between EarlyChildhood Education and the 1st Cycle of Basic Education.
This internship report reflects on the training process undertaken by the master's studentwithin the scope of Supervised Educational Practice in the contexts of Primary Education (1stCycle of Basic Education) and Early Childhood Education.Its purpose is to highlight the skills and knowledge acquired throughout the training journey,through the mobilization of scientific, pedagogical, and didactic knowledge essential to thedevelopmentofeducationalaction.In addition, the integration of normative frameworks that guide teaching practice is valued,promoting a critical, reflective, and open attitude toward change, with the awareness that theconstruction of professional identity is a continuous and ever-evolving process. Consideringthe importance of intentional, meaningful, and child-centered pedagogical intervention, thedevelopment of inclusive educational practices is emphasized—practices in which the child isrecognized as an active agent in the construction of their own knowledge, while the teachertakes on the role of mediator in the learning process. Moreover, the practices developed weregrounded in the Action Research Methodology, organized in dynamic cycles of observation,planning, action, and reflection, contributing to an innovative, conscious, and meaningfulintervention for all stakeholders. Throughout this report, the relevance of collaborative workestablished among the different educational actors is also highlighted—the dyad, cooperatingteachers, children, and institutional supervisors. These practices aim simultaneously at theholistic development of the children and the construction of the personal and professionalpath of the future dual-profile teacher, promoting effective continuity between EarlyChildhood Education and the 1st Cycle of Basic Education.
Description
Keywords
Investigação-ação Metodologias ativas Perfil duplo docente Trabalho colaborativo Action research Active Methodologies Dual-profile teacher Collaborative work
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CC License
Without CC licence