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Authors
Abstract(s)
O presente relatório retrata a Prática Educativa Supervisionada desenvolvida
em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico, integrada
numa lógica formativa profissionalizante, que adota a epistemologia
praxeológica e a colaboração como peças-chave na construção de um docente
inovador e criativo. Neste percurso formativo revela-se a importância da
metodologia de Investigação-Ação que, pela sua dinâmica, induziu à
mobilização de saberes científicos, pedagógicos, didáticos e metodológicos,
procurando dar resposta às dificuldades e interesses das crianças. Os processos
de observação, planificação, ação, reflexão e avaliação constituíram a base de
uma ação contínua de cariz transformador, a fim de promover uma prática mais
contextualizada, com significado no desenvolvimento das crianças e da futura
profissional.
As experiências vividas em ambos os contextos educativos apresentam-se
indissociáveis do panorama teórico-legal que guia o sistema educativo
português, assim como de constructos teóricos e abordagens pedagógicas, numa
articulação entre a teoria e os saberes emergentes da prática. Igualmente,
inscrevem-se no paradigma socioconstrutivista, onde a criança é considerada
como um agente central e ativo na (co)construção das próprias aprendizagens,
adotando o docente um papel orientador desse processo.
O mestrado de perfil duplo permitiu uma formação de continuidade entre
níveis educativos pela visão alargada do desenvolvimento da criança, pelo
espírito colaborativo entre os intervenientes do processo educativo e pelo
despertar para uma aprendizagem ao longo da vida, pois na educação nada é
estático.
The present Internship Report describes the Supervised Educational Practice developed in the context of Preschool Education and 1st Cycle of Basic Education, integrated in a professionalized formative logic, that adopts praxeological epistemology and collaboration as key components in building an innovative and creative teacher. By this formative route the importance of Action Research was shown, whose dynamic lead to the mobilization of scientific, pedagogic, didactic and methodologic knowledge, aiming to answer children’s difficulties and interests. The processes of observation, planification, action, reflection and evaluation constituted the basis of a continuous transformative action, in order to promote a contextualized practice, meaningful near each child’s and future teacher’s development. The experiences lived in both educational levels present themselves as indissociable from the theoretical-legal landscape that guides the Portuguese educational system, as well from authors, theoretical constructs and pedagogical approaches, in an articulation between theory and practice expertise. Likewise, they are inserted in the social constructivist paradigm, where every child is seen as a central and active agent while (co)constructing his or her own learning, placing the teacher with an orientation role. A master’s degree with a double profile allowed a continuity formation between educational levels through the extended vision of child development, the cooperative spirit amid everyone who intervened in the educational process and the awakening towards lifelong learning, since nothing is stationary in education.
The present Internship Report describes the Supervised Educational Practice developed in the context of Preschool Education and 1st Cycle of Basic Education, integrated in a professionalized formative logic, that adopts praxeological epistemology and collaboration as key components in building an innovative and creative teacher. By this formative route the importance of Action Research was shown, whose dynamic lead to the mobilization of scientific, pedagogic, didactic and methodologic knowledge, aiming to answer children’s difficulties and interests. The processes of observation, planification, action, reflection and evaluation constituted the basis of a continuous transformative action, in order to promote a contextualized practice, meaningful near each child’s and future teacher’s development. The experiences lived in both educational levels present themselves as indissociable from the theoretical-legal landscape that guides the Portuguese educational system, as well from authors, theoretical constructs and pedagogical approaches, in an articulation between theory and practice expertise. Likewise, they are inserted in the social constructivist paradigm, where every child is seen as a central and active agent while (co)constructing his or her own learning, placing the teacher with an orientation role. A master’s degree with a double profile allowed a continuity formation between educational levels through the extended vision of child development, the cooperative spirit amid everyone who intervened in the educational process and the awakening towards lifelong learning, since nothing is stationary in education.
Description
Keywords
Criança Perfil duplo Colaboração Investigação-ação Aprendizagem ativa Child Double profile Collaboration Action research Active learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação