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Abstract(s)
Com o presente relatório de estágio, pretende-se espelhar o percurso formativo construído no decurso da Prática Educativa Supervisionada em contexto de Educação Pré-Escolar e de 1º Ciclo do Ensino Básico. Como tal, este documento é basilar no desenvolvimento pessoal e profissional da futura docente, ao refletir vivências e aprendizagens emergentes da participação nos contextos de estágio e a (re)construção dos seus conhecimentos, competências, crenças e valores.
Os pressupostos teóricos e legais elencados nortearam as práticas em articulação com as características das crianças e do contexto educativo, também elencadas neste documento. Com base nesta interseção, evidencia-se o processo formativo sustentado numa aproximação à metodologia de investigação-ação e apresenta-se a descrição crítica e reflexiva de percursos pedagógicos e didáticos desenvolvidos nos contextos educativos.
A ação educativa orientou-se pelo paradigma socioconstrutivista, de modo a respeitar as conceções de educação e de criança explanadas no primeiro capítulo e a fomentar o desenvolvimento holístico das crianças. Reflete-se assim o papel do docente como agente interventivo na sociedade, reflexivo e crítico, sendo estes posicionamentos provenientes de uma formação de habilitação profissional para a docência de perfil duplo e de interações pedagógicas de caráter colaborativo entre par pedagógico, supervisoras institucionais, orientadoras cooperantes, crianças e famílias.
Assim, o relatório contempla três capítulos, estando estes interligados e mobilizando saberes teóricos, legais, científicos, pedagógicos, didáticos e sociais adquiridos ao longo da formação. Culmina numa metarreflexão que traduz as aprendizagens, dificuldades e sentimentos resultantes de todo o percurso e a construção da identidade profissional, perspetivando a formação ao longo da vida.
This internship report aims to reflect the formative path built during the Supervised Educational Practice, in the context of Preschool Education and Primary Education. Thus, this document is essential to comprehend the personal and professional development of the future dual profile teacher, as it portrays the ventures experienced and the emergent learning achieved through the participation in the internship contexts, as well as the (re)construction of knowledge, skills, beliefs and values. Thereby, the theoretical and legal framework listed guided the practices in articulation with the characteristics of children and their contexts, also listed in this document. Based on this intersection, the formative process and the pedagogical paths developed are supported by an approach to the action-research methodology, described from a critical and reflexive angle. Likewise, all educational activities were guided by the socioconstructivist model, in order to respect the educational beliefs and the concept of children stated in the first chapter, as well as to instigate an holistic development of children. As a result, this document reflects the role of the teacher as reflexive and critical, positions that come from a professional qualification training for dual profile teaching, as well as collaborative pedagogical interactions between all educational agents and the school community. Therefore, the report includes three chapters, inevitably interconnected, that mobilize theoretical, legal, scientific, pedagogical, didactic and social knowledge acquired during the academic training. The document culminates in a meta-reflection that highlights the learning process, difficulties and feelings experienced in the initial career and professional construction.
This internship report aims to reflect the formative path built during the Supervised Educational Practice, in the context of Preschool Education and Primary Education. Thus, this document is essential to comprehend the personal and professional development of the future dual profile teacher, as it portrays the ventures experienced and the emergent learning achieved through the participation in the internship contexts, as well as the (re)construction of knowledge, skills, beliefs and values. Thereby, the theoretical and legal framework listed guided the practices in articulation with the characteristics of children and their contexts, also listed in this document. Based on this intersection, the formative process and the pedagogical paths developed are supported by an approach to the action-research methodology, described from a critical and reflexive angle. Likewise, all educational activities were guided by the socioconstructivist model, in order to respect the educational beliefs and the concept of children stated in the first chapter, as well as to instigate an holistic development of children. As a result, this document reflects the role of the teacher as reflexive and critical, positions that come from a professional qualification training for dual profile teaching, as well as collaborative pedagogical interactions between all educational agents and the school community. Therefore, the report includes three chapters, inevitably interconnected, that mobilize theoretical, legal, scientific, pedagogical, didactic and social knowledge acquired during the academic training. The document culminates in a meta-reflection that highlights the learning process, difficulties and feelings experienced in the initial career and professional construction.
Description
Keywords
Educação Prática Educativa Supervisionada Metodologia de investigação-ação Socioconstrutivismo Colaboração Education Supervised Educational Practice Action-research methodology Socioconstrutivism Collaboration
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação