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Authors
Abstract(s)
O presente relatório emerge no âmbito da Unidade Curricular de Prática Educativa
Supervisionada integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo
do Ensino Básico. Tem como objetivo apresentar e refletir sobre o processo de
desenvolvimento pessoal, profissional e social da mestranda, decorrente da Prática
Pedagógica Supervisionada na EPE e 1.º CEB. Tornar-se profissional nas duas valências
exigiu conhecimentos específicos, competências múltiplas e atitudes éticas que foram
mobilizados e recriados ao longo da PES, pelo que esta contribuiu efetivamente para a
construção da identidade profissional docente. Neste sentido, serão apresentados os
fundamentos teóricos, pedagógicos, didáticos e legais que serviram como base para a
ação educativa, os saberes experienciais contruídos na práxis fruto de reflexões
contínuas e de uma criticidade sobre o seu saber-fazer e ser educador e professor. Este
processo decorreu das etapas da Metodologia de Investigação-Ação, observação,
planificação, ação, avaliação e reflexão, cujo objetivo era a transformação das práticas,
o seu melhoramento, desejando também práticas fundamentadas, com metodologias
renovadas com base num currículo de base humanista.
A perspetiva socio construtivista da educação encontrou-se presente no percurso
formativo, promovendo uma ação com vista no desenvolvimento significativo e pleno
da criança, pois esta é sujeito e agente da sua própria aprendizagem, mas também da
professora estagiária enquanto sujeito que estrutura a sua prática atribuindo sentido à
sua formação.
Através da formação inicial, foi possível começar a construir a identidade
profissional da docente estagiária, sofrendo diversas influências, através das vivências
experienciadas que resultaram em mudanças individuais, a nível pessoal, profissional e
social (Block & Rausch, 2014).
The following report resulted from the activity developed within the Curricular Unit of Supervisioned Educational practice of the Integrated Master’s degree in “preschool and elementary school education”. The objective is to display and reflect upon the process of personal, professional and social developments of the master student, due to supervisioned pedagogical practice “NA EPE e 1.º CEB”. Becoming a professional in both capacities required specific knowledge, multiple skills and ethical attitudes that were mobilized and recreated throughout the PES, this has effectively contributed in the construction the the teacher’s professional identity. In this scope, the theoretical, pedagogical, didactic and legal foundations that worked as the basis for the educational action will be presented, the experiential knowledge built up in praxis, fruit of continuous reflections and an ability to criticize our know-how and being an educator and teacher. This process proceeded from the stages of the Research-Action Methodology, observation, planning, action, evaluation and reflection, whose objective was the transformation of practices, their improvement, also desiring fundamented practices, with renewed methodologies based on a humanist-based curriculum. The socio-constructive perspective in education was present along the training course, promoting action with the aim of a full and significative development of the students, they are the subject and agent of their own learning process, the teacher is also an agent, who structures their practice, attributing meaning to their training. Through the initial training it was possible to start the construction of the trainee teacher’s professional identity, experiencing diverse influences, through the experiences experienced that resulted in individual changes, on a personal, professional and social level (Block & Rausch, 2014).
The following report resulted from the activity developed within the Curricular Unit of Supervisioned Educational practice of the Integrated Master’s degree in “preschool and elementary school education”. The objective is to display and reflect upon the process of personal, professional and social developments of the master student, due to supervisioned pedagogical practice “NA EPE e 1.º CEB”. Becoming a professional in both capacities required specific knowledge, multiple skills and ethical attitudes that were mobilized and recreated throughout the PES, this has effectively contributed in the construction the the teacher’s professional identity. In this scope, the theoretical, pedagogical, didactic and legal foundations that worked as the basis for the educational action will be presented, the experiential knowledge built up in praxis, fruit of continuous reflections and an ability to criticize our know-how and being an educator and teacher. This process proceeded from the stages of the Research-Action Methodology, observation, planning, action, evaluation and reflection, whose objective was the transformation of practices, their improvement, also desiring fundamented practices, with renewed methodologies based on a humanist-based curriculum. The socio-constructive perspective in education was present along the training course, promoting action with the aim of a full and significative development of the students, they are the subject and agent of their own learning process, the teacher is also an agent, who structures their practice, attributing meaning to their training. Through the initial training it was possible to start the construction of the trainee teacher’s professional identity, experiencing diverse influences, through the experiences experienced that resulted in individual changes, on a personal, professional and social level (Block & Rausch, 2014).
Description
Keywords
Prática Educativa Supervisionada Aprendizagem Significativa Metodologia de Investigação-Ação Socioconstrutivismo Supervisioned Educational Practice Significative learning Research-Action Methodology Socioconstructivism
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação