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Abstract(s)
O presente relatório incide sobre o processo de formação realizado no âmbito da Prática Educativa Supervisionada nos contextos de Educação Pré-Escolar (EPE) e do 1º Ciclo do Ensino Básico (1.º CEB). Nesse sentido, o documento confere espaço à partilha das ideologias, princípios teóricos e legais que acompanham a evolução da docência atualmente, enquanto pautam a formação de um profissional de perfil duplo.
Esta particularidade expande nas dimensões presentes a ter em consideração na prática educativa e ainda na complexidade e exigência do docente em ser capaz de dar resposta e atender às singularidades da EPE e do 1.º CEB. Para tal, requer conhecimento científico, pedagógico e didático que fundamentem as suas tomadas de decisão.
Foi com base na metodologia de Investigação-Ação que as ações pedagógicas foram idealizadas, planeadas e refletidas, partindo de um constante e simultâneo exercício de observação, planificação, ação avaliação e reflexão de todos os elementos interferentes no desenvolvimento da criança, desde a organização do ambiente educativo até ao envolvimento e prestação da criança na realização de atividades e momentos de brincadeira. Esta perspetiva tem como pressuposto a adequação de ações pedagógicas aos interesses e necessidades da criança, tornando-as enriquecedoras, estimulantes e promotoras do desenvolvimento holístico.
O envolvimento da família no processo educativo adquire uma dimensão preponderante para o referido desenvolvimento saudável e significativo da criança, uma vez que é nesse meio que a criança procura conforto. Por sua vez, a família aproxima-se das dinâmicas desenvolvidas podendo compreender as características e fases de desenvolvimento da criança.
This report focuses on the academical and professional process developed during the Supervised Educational Practice in the contexts of Pre-School Education (EPE) and 1st Cycle of Basic Education (1st CEB). In this sense, the document assumes the sharing of ideologies, theoretical and legal principles that accompany the actual teaching evolution, while guiding the formation of a dual profile professional. This particularity expands in the present dimensions to be considered in the educational practice and in the teacher complexity and requirement to be able to respond and meet the singularities of the EPE and 1st CEB. To do so, it requires scientific, pedagogical, and didactic knowledge that underpins its decision-making. It was based on the methodology of Research-Action that the pedagogical actions were idealized, planned, and reflected, starting from a constant and simultaneous exercise of observation, planning, action evaluation and reflection of all the elements interfering in the child development, from the educational environment organization to the involvement and provision of the child during the activities and play moments. This perspective presupposes the adequacy of pedagogical actions to the child interests and needs, becoming enriching, stimulating, and promoting holistic development. The family involvement in the educational process acquires a preponderant dimension for the referred healthy and significant child development, since it is in this environment that the child seeks comfort. In turn, the family approaches the developed dynamics, understanding about the characteristics and stages of child development.
This report focuses on the academical and professional process developed during the Supervised Educational Practice in the contexts of Pre-School Education (EPE) and 1st Cycle of Basic Education (1st CEB). In this sense, the document assumes the sharing of ideologies, theoretical and legal principles that accompany the actual teaching evolution, while guiding the formation of a dual profile professional. This particularity expands in the present dimensions to be considered in the educational practice and in the teacher complexity and requirement to be able to respond and meet the singularities of the EPE and 1st CEB. To do so, it requires scientific, pedagogical, and didactic knowledge that underpins its decision-making. It was based on the methodology of Research-Action that the pedagogical actions were idealized, planned, and reflected, starting from a constant and simultaneous exercise of observation, planning, action evaluation and reflection of all the elements interfering in the child development, from the educational environment organization to the involvement and provision of the child during the activities and play moments. This perspective presupposes the adequacy of pedagogical actions to the child interests and needs, becoming enriching, stimulating, and promoting holistic development. The family involvement in the educational process acquires a preponderant dimension for the referred healthy and significant child development, since it is in this environment that the child seeks comfort. In turn, the family approaches the developed dynamics, understanding about the characteristics and stages of child development.
Description
Keywords
Metodologia de investigação-ação Envolvimento familiar Inclusão Socio construtivismo Action research methodology Family involvement Inclusion Socio-constructivism
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação