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Authors
Abstract(s)
O presente relatório de estágio tem em vista a contextualização e a reflexão
da prática pedagógica desenvolvida na Educação Pré-Escolar e no ensino do 1.º
Ciclo do Ensino Básico, no âmbito das unidades curriculares de Prática
Pedagógica Supervisionada na Educação Pré-escolar e de Prática Pedagógica
Supervisionada no 1.º Ciclo do Ensino Básico. A prática desenvolvida nos dois
níveis de educação foi enquadrada pela construção de saberes científicos,
didáticos e culturais que sustentaram a ação do profissional de educação
implicando a mobilização de conhecimentos e de competências adequados à
especificidade de cada contexto.
Assim, pretende-se conduzir a descrição e a reflexão sobre a prática
pedagógica, problematizando-a com saberes teóricos e legais, que permitiram
sustentar as ações tomadas. Tendo em consideração os interesses e motivações,
procurou-se estruturar diferentes abordagens educativas que se assumissem de
modo significativo para as crianças, com base em processos de ensino e
aprendizagem que proporcionassem o respeito e a valorização pelas suas
caraterísticas pessoais.
Enfatizando a relevância de uma postura crítica e reflexiva, salienta-se a
metodologia de investigação-ação, desenvolvida através do ciclo de observação,
planificação, ação, avaliação e reflexão, de acordo com as funções do
profissional de educação. Neste sentido, com este documento assume-se a
importância da reflexividade e da problematização que sustenta a tomada de
decisão em função dos contextos e da sua transformação, numa perspetiva de
contínuo desenvolvimento pessoal e profissional para fazer face aos desafios da
sociedade atual, constituindo, assim, um momento de construção de identidade
profissional docente.
The presente report intends to make the contextualization and the reflection of pedagogical practice developed in Preschool Education and Elementary School, within the context of the curricular units of Supervised Pedagogical Practice in Preschool Education and Elementary School. The practice developed in the two levels of education was form by the construction of scientific, didactic and cultural knowledge that sustained the action of education profissional, implying the mobilization of knowledge and abilities appropriate to the specific needs of each context. Therefore, it’s intended to conduct the description and the reflection regarding the pedagogical practice by problematising it with theoretical and legal knowledge, which allowed support the actions taken. Considering the interests and motivations, it’s tried to structure different educational approaches that would assume in a significant way for the children, based on teaching and learning processes, that provide respect and valorization for their personal characteristics. Emphasizing the importance of a critical and reflective attitude, it is noted the action-research methodology, developed through the cycle of observation, planning, action, evaluation and reflection, according to the education profissional functions. In this way, with this document it is assumed the importance of reflexivity and problematisation that supports the decision making process according to the contexts and their transformation, in a continuous personal and professional development perspective to face the challenges of today's society, therefore constituting a moment of professional identity construction.
The presente report intends to make the contextualization and the reflection of pedagogical practice developed in Preschool Education and Elementary School, within the context of the curricular units of Supervised Pedagogical Practice in Preschool Education and Elementary School. The practice developed in the two levels of education was form by the construction of scientific, didactic and cultural knowledge that sustained the action of education profissional, implying the mobilization of knowledge and abilities appropriate to the specific needs of each context. Therefore, it’s intended to conduct the description and the reflection regarding the pedagogical practice by problematising it with theoretical and legal knowledge, which allowed support the actions taken. Considering the interests and motivations, it’s tried to structure different educational approaches that would assume in a significant way for the children, based on teaching and learning processes, that provide respect and valorization for their personal characteristics. Emphasizing the importance of a critical and reflective attitude, it is noted the action-research methodology, developed through the cycle of observation, planning, action, evaluation and reflection, according to the education profissional functions. In this way, with this document it is assumed the importance of reflexivity and problematisation that supports the decision making process according to the contexts and their transformation, in a continuous personal and professional development perspective to face the challenges of today's society, therefore constituting a moment of professional identity construction.
Description
Keywords
educação prática pedagógica investigação-ação desenvolvimento profissional education pedagogical practice action-research professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação