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Authors
Abstract(s)
Tendo em conta a sociedade na qual nos encontramos atualmente,
surge a necessidade da formação de profissionais aptos para oferecer uma
resposta aos desafios que a educação implica. Neste sentido, um profissional
de educação devera fomentar o desenvolvimento de cidadãos críticos, que
sejam capazes de desempenhar um papel ativo na sociedade.
Seguindo este pensamento, o presente relatório tem como objetivo
fundamentar a Prática Educativa Supervisionada, desenvolvida em contexto
de Educação Pré-escolar e 1º Ciclo do Ensino Básico. Assim, importa referir
que todo o percurso formativo potenciou momentos de formação pessoal, uma
vez que foram criadas oportunidades de aquisição de conhecimentos
fundamentais para uma ação educativa consciente, sendo que a Prática
Educativa ocorreu em díade de formação, propiciando assim a aquisição
conjunta de conhecimento, favorecendo também o trabalho colaborativo. Todo
o processo formativo foi sustentado por constructos teóricos e pelos ideais do
paradigma socioconstrutivista, imprescindíveis para uma prática sustentada.
Assim, é fundamental que na educação seja adotada uma postura
crítica e reflexiva, e como tal, a metodologia de Investigação-ação
desempenhou um papel preponderante na ação educativa, possibilitando
assim a realização de planificações com intencionalidade educativa. Ainda,
será apresentado neste relatório, o modo como foram concretizados alguns
desafios no decorrer da PES, quer em contexto de Ensino Presencial, quer em
contexto de Ensino à Distância. Posto isto, o presente documento retrata o
percurso experienciado na PES, sobressaindo a construção de um perfil duplo.
Given today’s society, the need to form professionals adequate enough to offer an answer to the challenges that education ensues emerges. In this sense, a professional in education has to stimulate the development of critic citizens, that are able to perform an active role in society. Following this line of thought, the present report intends to fundament the Supervised Educational Practice, developed in the context of Pre-School Education and Elementary School Teaching. It is important to mention that this whole formative path has allowed moments of personal growth and formation, given the fact that there were given several opportunities of knowledge acquisition, fundamental to a conscious educative action, since this Supervised Educational Practice happened in the form of a partnership, which allowed a joint acquisition of knowledge, also favoring collaborative working. This whole formative process was sustained by theorical constructs and by the ideals of the socio constructivist paradigm, essential for a sustained practice. In this sense, its fundamental to adopt a critic and reflexive posture in education, and as such, the Investigation-action Methodology played a predominant part in the educational action, making the realization of an adequate planification with educative intention. Furthermore, this report will also how certain challenges were surpassed, whether in the context of Presential Learning, whether in the context of Long-Distance Learning. Therefore, the present document portrays the journey experienced in the Supervised Educational Practice, while emphasizing the building of a double profile.
Given today’s society, the need to form professionals adequate enough to offer an answer to the challenges that education ensues emerges. In this sense, a professional in education has to stimulate the development of critic citizens, that are able to perform an active role in society. Following this line of thought, the present report intends to fundament the Supervised Educational Practice, developed in the context of Pre-School Education and Elementary School Teaching. It is important to mention that this whole formative path has allowed moments of personal growth and formation, given the fact that there were given several opportunities of knowledge acquisition, fundamental to a conscious educative action, since this Supervised Educational Practice happened in the form of a partnership, which allowed a joint acquisition of knowledge, also favoring collaborative working. This whole formative process was sustained by theorical constructs and by the ideals of the socio constructivist paradigm, essential for a sustained practice. In this sense, its fundamental to adopt a critic and reflexive posture in education, and as such, the Investigation-action Methodology played a predominant part in the educational action, making the realization of an adequate planification with educative intention. Furthermore, this report will also how certain challenges were surpassed, whether in the context of Presential Learning, whether in the context of Long-Distance Learning. Therefore, the present document portrays the journey experienced in the Supervised Educational Practice, while emphasizing the building of a double profile.
Description
Keywords
Education Double Profile Investigation-action Development Educação Perfil Duplo Investigação-ação Desenvolvimento
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação