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Abstract(s)
O desenvolvimento do presente relatório de estágio e o que este implica entende-se como via imprescindível na melhoria da formação de professores e consecutivamente na qualidade da educação. Assim, este espelha as aprendizagens realizadas ao longo do processo educativo, especificando-se o progresso de construção da identidade profissional, viabilizado pela iniciação à prática educativa. Esta etapa contemplou as vivências em contextos de estágio na Educação Pré-Escolar e no 1º Ciclo do Ensino Básico, bem como momentos académicos reflexivos, que se representaram como uma oportunidade para reformular formas de pensar e agir, sendo estimulada constantemente uma atitude crítica sobre a realidade envolvente (Ribeiro & Moreira, 2007).
Este relatório constitui-se como a síntese das transformações desenvolvidas na ação educativa possibilitadas pela adoção de uma postura observadora, atenta e investigativa e pela sustentação e articulação entre a teoria e a prática. Neste sentido, destaca-se a promoção de uma educação centrada na aprendizagem da criança, pautada pela promoção da autonomia, flexibilidade, cooperação, afetividade, participação democrática, potenciadora do “saber ser” e do “aprender a aprender”.
Neste trabalho apresenta-se o modo como foi edificada a identidade profissional através do desenvolvimento de uma aproximação à metodologia de investigação-ação, invariavelmente de forma colaborativa. Ademais, o constante enfoque na criança e no seu papel, suscitou o desenvolvimento cooperativo da Metodologia de trabalho por projeto e a inovação de práticas educativas, valorizando-se a construção autónoma do percurso de aprendizagem e a promoção do “gostar de aprender” e do “querer continuar a aprender”, ainda que à distância.
The development of this internship report and everything around it is a key path to the improvement of the teachers education and the quality of the education as a whole. Therefore it shows the learnings during the process of education, specially the building of the professional identity, allowed by the beginning of its role on the field. This stage combined the experiences at an internship level in the pre-school education and primary education as well as the academic reflection which offered a window of opportunity to think deeper on the different ways of thinking, implementing and promoting a critical behavior on the envolving reality (Ribeiro & Moreira, 2007). This report is based on the tranformations occured by the adoption of an observation standpoint combined with focus, investigation and theorical-pratical experiences exchange. The relevance is on the promotion of an education based on learning by children authonomy, flexibility, cooperation, afetivity and democratic participation that will allow to "being-to-be" and "learning-to-learn". Then, by the cooperative development of an approximation of the investigation-action method it was built the professional identity. Furthermore, the focus on the children and its role, increased the development of the work-by-project method and the innovation of educational habbits, built on the authonomy, learning path and the promotion of the " like-to-learn" and "want-to-keep-learning" even with social distance.
The development of this internship report and everything around it is a key path to the improvement of the teachers education and the quality of the education as a whole. Therefore it shows the learnings during the process of education, specially the building of the professional identity, allowed by the beginning of its role on the field. This stage combined the experiences at an internship level in the pre-school education and primary education as well as the academic reflection which offered a window of opportunity to think deeper on the different ways of thinking, implementing and promoting a critical behavior on the envolving reality (Ribeiro & Moreira, 2007). This report is based on the tranformations occured by the adoption of an observation standpoint combined with focus, investigation and theorical-pratical experiences exchange. The relevance is on the promotion of an education based on learning by children authonomy, flexibility, cooperation, afetivity and democratic participation that will allow to "being-to-be" and "learning-to-learn". Then, by the cooperative development of an approximation of the investigation-action method it was built the professional identity. Furthermore, the focus on the children and its role, increased the development of the work-by-project method and the innovation of educational habbits, built on the authonomy, learning path and the promotion of the " like-to-learn" and "want-to-keep-learning" even with social distance.
Description
Keywords
Criança Construção da Identidade Profissional Aprender a aprender Inovação Children Build of professional identity Learning-to-learn Innovation
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação