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Relatório de estágio Cláudia Sofia Pinto Rodrigues
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.54 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio insere-se na Unidade Curricular de Prática Educativa Supervisionada, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, constituindo um elemento central no processo de profissionalização docente com habilitação para um perfil duplo. Este documento visa apresentar uma reflexão crítica e fundamentada sobre o percurso formativo da mestranda, promovendo práticas pedagógicas intencionais, significativas e contextualizadas em ambos os níveis educativos. As intervenções foram orientadas por uma abordagem socioconstrutivista, alicerçadas na metodologia de investigação-ação, com ciclos contínuos de observação, planificação, ação e reflexão.
Privilegiaram-se metodologias ativas centradas na criança, com especial destaque para a Metodologia de Trabalho de Projeto e a Rotação por Estações, que potenciaram
aprendizagens significativas, diferenciadas e alinhadas com os documentos orientadores curriculares (OCEPE, AE, PASEO). A construção progressiva da identidade profissional foi fortalecida por uma reflexão sistemática, pelo diálogo constante com os agentes educativos e por um compromisso ético com a inclusão, a equidade e o bem-estar das crianças. O trabalho colaborativo, em particular com a díade, a equipa pedagógica e as famílias, revelou-se determinante para a co-construção de práticas educativas enriquecedoras e para a
consolidação de uma cultura de participação. Este relatório evidencia, assim, a relevância do docente com perfil duplo na articulação entre ciclos, no fortalecimento da continuidade educativa e na implementação de práticas pedagógicas inovadoras, comprometidas com o desenvolvimento integral da criança.
This internship report is part of the Supervised Educational Practice curricular unit, within the Master’s Degree in Pre-School Education and Primary Education, constituting a central component in the process of teacher professionalisation for a dual teaching profile. This document aims to present a critical and well-founded reflection on the student teacher’s training journey, promoting intentional, meaningful, and contextually relevant educational practices across both educational levels. The pedagogical interventions were guided by a socioconstructivist approach and grounded in action-research methodology, implemented through continuous cycles of observation, planning, action, and reflection. Active childcentred methodologies were prioritised, with particular emphasis on the Project-Based Learning Approach and the Station Rotation Model, which fostered meaningful and differentiated learning experiences, aligned with key curriculum guidelines (OCEPE, AE, PASEO). The progressive construction of professional identity was reinforced through systematic reflection, continuous dialogue with educational stakeholders, and an ethical commitment to inclusion, equity, and the overall well-being of children. Collaborative work, particularly with the teaching pair, educational team, and families, proved to be crucial for the co-construction of enriching educational practices and for fostering a culture of participation. This report, therefore, highlights the relevance of the dual-profile teacher in ensuring articulation between educational cycles, reinforcing educational continuity, and implementing innovative pedagogical practices that support the holistic development of every child.
This internship report is part of the Supervised Educational Practice curricular unit, within the Master’s Degree in Pre-School Education and Primary Education, constituting a central component in the process of teacher professionalisation for a dual teaching profile. This document aims to present a critical and well-founded reflection on the student teacher’s training journey, promoting intentional, meaningful, and contextually relevant educational practices across both educational levels. The pedagogical interventions were guided by a socioconstructivist approach and grounded in action-research methodology, implemented through continuous cycles of observation, planning, action, and reflection. Active childcentred methodologies were prioritised, with particular emphasis on the Project-Based Learning Approach and the Station Rotation Model, which fostered meaningful and differentiated learning experiences, aligned with key curriculum guidelines (OCEPE, AE, PASEO). The progressive construction of professional identity was reinforced through systematic reflection, continuous dialogue with educational stakeholders, and an ethical commitment to inclusion, equity, and the overall well-being of children. Collaborative work, particularly with the teaching pair, educational team, and families, proved to be crucial for the co-construction of enriching educational practices and for fostering a culture of participation. This report, therefore, highlights the relevance of the dual-profile teacher in ensuring articulation between educational cycles, reinforcing educational continuity, and implementing innovative pedagogical practices that support the holistic development of every child.
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Keywords
Perfil duplo docente Investigação-ação Aprendizagens significativas Pratica educativa supervisionada Dual teaching profile Action research Meaningful learning Supervised educational practice
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CC License
Without CC licence