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Abstract(s)
A educação e a escola estão a sofrer mudanças significativas inerentes às transformações
sociais e tecnológicas próprias do desenvolvimento da sociedade, o que estreita a necessidade de
o docente refletir sobre a sua ação educativa durante o seu percurso profissional, de forma a
melhorar e inovar as práticas pedagógicas, adequando-as não só às exigências e aos desafios
tecnológicos característicos do século XXI, como também às necessidades, aos interesses e às
aprendizagens das crianças, mobilizando o diálogo constante entre teoria e prática para o
desenvolvimento de um maior sentido crítico e reflexivo, de acordo com a metodologia da
lnvestigação-Ação.
Assim sendo, o presente relatório de estágio reflete a prática educativa supervisionada
realizada na Educação Pré-Escolar e no Ensino do 1º Ciclo do Ensino Básico conferindo, por esse
motivo, a construção de um perfil duplo docente facilitador da continuidade educativa. Nesse
sentido, as ações desenvolvidas apresentadas fortalecem a importância da criança como
construtor do seu próprio conhecimento, privilegiando metodologias ativas de aprendizagem e de
participação, através de propostas educativas que promovam dinâmicas de trabalho colaborativo
e cooperado numa aprendizagem significativa e de transversalidade de saberes, como a
Metodologia de Trabalho por Projeto.
Desse modo, as ações pedagógicas desenvolvidas em ambos os níveis educativos
privilegiaram, por um lado, a aprendizagem pelos sentidos e, por outro, a utilização das tecnologias
da informação e comunicação, através da educação sensorial, numa perspetiva
socioconstrutivista, evidenciando a importância das interações interpessoais e das relações com
o meio no desenvolvimento e na aprendizagem.
Education and school are suffering major changes inherited by social and technological transformations that come from the society's development, which creates a need for the teacher to reflect over their educational action during their professional path in arder to improve and innovate their pedagogical practices, adapting those not only to the technological demands and challenges characteristic of the XXI century, as well as to the children's necessities, interests and learnings, mobilizing the constant dialogue between theory and practice to the development of a bigger criticai and reflective senses, according to the Methodology of Action Research. Therefore, this internship report reflects the supervised educational practice carried out in Pre-school Education and in the first cycle of Basic Education checking out, for that reason, the building of a double teacher profile that facilitates educational continuity. ln that regard, the presented developed actions strengthen the importance of the child as a maker of their own knowledge, prioritizing active methodologies of learning and participation through educational proposals that promote collaborative work dynamics cooperated in a meaningful learning and transversality of knowledge, such as the Project Work Methodology. Thus, the developed pedagogical actions in both educationallevels prioritized, on the one hand, the learning through the senses and, on the other hand, the use of information and communication technologies, through sensory education, in a socio- constructivist perspective, highlighting the importance of interpersonal interactions and relationships with the environment in the development and learning.
Education and school are suffering major changes inherited by social and technological transformations that come from the society's development, which creates a need for the teacher to reflect over their educational action during their professional path in arder to improve and innovate their pedagogical practices, adapting those not only to the technological demands and challenges characteristic of the XXI century, as well as to the children's necessities, interests and learnings, mobilizing the constant dialogue between theory and practice to the development of a bigger criticai and reflective senses, according to the Methodology of Action Research. Therefore, this internship report reflects the supervised educational practice carried out in Pre-school Education and in the first cycle of Basic Education checking out, for that reason, the building of a double teacher profile that facilitates educational continuity. ln that regard, the presented developed actions strengthen the importance of the child as a maker of their own knowledge, prioritizing active methodologies of learning and participation through educational proposals that promote collaborative work dynamics cooperated in a meaningful learning and transversality of knowledge, such as the Project Work Methodology. Thus, the developed pedagogical actions in both educationallevels prioritized, on the one hand, the learning through the senses and, on the other hand, the use of information and communication technologies, through sensory education, in a socio- constructivist perspective, highlighting the importance of interpersonal interactions and relationships with the environment in the development and learning.
Description
Keywords
Perfil duplo Metodologia de Trabalho por Projeto Educação sensorial Tecnologias de informação e comunicação Perspetiva socioconstrutivista Dual profile Work methodology by project Sensory education lnformation and Communication Technologies Socio-constructivisme perspective
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação