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Abstract(s)
O presente relatório de estágio, concebido no âmbito da unidade curricular de Prática Educativa Supervisionada, tem como objetivo primordial explanar o processo formativo da mestranda, por intermédio de uma reflexão crítica e fundamentada acerca da construção da sua identidade profissional, decursivo do estágio em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Ao longo deste percurso de formação inicial, a praxis firmou-se em referenciais teóricos e legais, bem como, nas especificidades dos contextos de estágio e das crianças, com o intuito de promover o seu desenvolvimento pleno e significativo, tal como se tenciona retratar neste relatório.
A visão socioconstrutivista da aprendizagem que é relevada colocou a criança no epicentro da ação e atribuiu-lhe um papel ativo na construção do seu próprio conhecimento, por meio da valorização dos seus conhecimentos prévios, interesses, necessidades e motivações que permitiram o desenvolvimento de uma prática pedagógica integra e integradora.
Nesta continuidade, também a metodologia de investigação-ação, num processo cíclico de observação, planificação, ação e avaliação, promoveu a criação de práticas educativas cada vez mais fundamentadas, criativas e inovadoras que transformaram a realidade da educação.
Com efeito, torna-se, ainda, relevante destacar a importância de uma atitude reflexiva e indagadora, aliada a um processo colaborativo que envolveu diferentes agentes do processo educativo, incluindo a díade de formação, na construção de saberes, competências e capacidades inerentes à profissionalidade docente que potenciam a identidade profissional e pessoal da mestranda.
This internship report, developed within the scope of the Supervised Educational Practice course, aims primarily to explain the master student's formative process, through a critical and grounded reflection on the construction of her professional identity, resulting from the internship in the context of Preschool Education and 1st Cycle of Basic Education. Throughout this initial formation path, praxis has been based on theoretical and legal references, as well as on the specificities of the internship and children's contexts, in order to promote their full and meaningful development, as intended to reflect in this report. The social constructivism view of learning that stands out, has placed children at the epicentre of action and assigned them an active role in building their own knowledge, through the evaluation of their previous knowledge, interests, needs and motivations that allowed the development of an integral and integrative pedagogical practice. Also, the action research methodology, in a cyclical process of observation, planning, action and evaluation, promoted the creation of increasingly grounded, creative and innovative educational practices that transformed the reality of education. Therefore, it is also relevant to highlight the importance of a reflective and inquiring attitude, allied to a collaborative process that involved different agents of the educational process, including the formation dyad, in building knowledge, skills and abilities inherent to the teaching profession that enhances the master student’s professional and personal identity.
This internship report, developed within the scope of the Supervised Educational Practice course, aims primarily to explain the master student's formative process, through a critical and grounded reflection on the construction of her professional identity, resulting from the internship in the context of Preschool Education and 1st Cycle of Basic Education. Throughout this initial formation path, praxis has been based on theoretical and legal references, as well as on the specificities of the internship and children's contexts, in order to promote their full and meaningful development, as intended to reflect in this report. The social constructivism view of learning that stands out, has placed children at the epicentre of action and assigned them an active role in building their own knowledge, through the evaluation of their previous knowledge, interests, needs and motivations that allowed the development of an integral and integrative pedagogical practice. Also, the action research methodology, in a cyclical process of observation, planning, action and evaluation, promoted the creation of increasingly grounded, creative and innovative educational practices that transformed the reality of education. Therefore, it is also relevant to highlight the importance of a reflective and inquiring attitude, allied to a collaborative process that involved different agents of the educational process, including the formation dyad, in building knowledge, skills and abilities inherent to the teaching profession that enhances the master student’s professional and personal identity.
Description
Keywords
Professor reflexivo Socioconstrutivismo Investigação-Ação Colaboração Identidade profissional docente Reflective Teacher Social Constructivism Action Research Collaboration Teacher's Professional Identity
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação