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Advisor(s)
Abstract(s)
O presente Relatório de Estágio foi elaborado no âmbito da Unidade
Curricular de Integração Curricular: Prática Educativa Supervisionada, do
Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico, da Escola Superior
de Educação do Instituto Politécnico do Porto.
Através deste trabalho, pretende-se explorar o percurso formativo
desenvolvido ao longo da Prática Educativa Supervisionada, e a forma como o
estágio, no Agrupamento de Escolas Pêro Vaz de Caminha, possibilitou a
construção de saberes profissionais.
Inicialmente, enquadra-se legal e teoricamente a profissionalização
docente, a sua identidade e a prática pedagógica. Pretende-se, assim, explorar
os pressupostos legais e teóricos que sustentaram a prática educativa
supervisionada, e que permitiram que a ação pedagógica, no contexto de
estágio, fosse enquadrada num contexto educativo específico mas, também,
num posicionamento didático-pedagógico claro e suportado.
A reflexão assume, no presente Relatório de Estágio, uma componente
fundamental para o desenvolvimento de um saber profissional próprio, mas
contextualizado num coletivo. As reflexões estão presente ao longo do
trabalho, explorando as diferentes dimensões que marcaram cada um dos
ciclos em que se desenvolveu a Prática Educativa Supervisionada.
O Relatório de Estágio ainda revela a dimensão investigativa desenvolvida
ao longo do ano letivo, através da exploração de um projeto investigativo no
âmbito da Resolução de Problemas e da Filosofia para Crianças.
This Internship Report was elaborated under the Curricular Unit Curriculum Integration: Supervised Educational Practice, integrated in the Master in Education 1st and 2nd cycle of Basic Education, from the School of Education of the Polytechnic Institute of Porto. Through this work, is intended to explore the formative route developed along the Supervised Educational Practice, and how the stage, in Schools Group Pêro Vaz de Caminha, enabled the construction of professional knowledge. Initially, it is explained, legally and theoretically, the teacher professionalization, their identity and the pedagogical practice. It is intended, therefore, to explore the legal and theoretical assumptions that supported the Supervised Teaching Practice, and that allowed the pedagogical action, during the internship, was framed in a specific educational context, but also on a clear and supported didactic-pedagogic positioning. The reflection takes in the present Internship Report, a key component for the development of an individual professional knowledge, but contextualized in a collective. The reflections are present throughout the work, exploring the different dimensions that marked each cycle in which developed the Supervised Educational Practice. The Internship Report also reveals the investigative dimension developed throughout the school year, by exploiting a research project involving the study of Problem Solving and Philosophy for Children
This Internship Report was elaborated under the Curricular Unit Curriculum Integration: Supervised Educational Practice, integrated in the Master in Education 1st and 2nd cycle of Basic Education, from the School of Education of the Polytechnic Institute of Porto. Through this work, is intended to explore the formative route developed along the Supervised Educational Practice, and how the stage, in Schools Group Pêro Vaz de Caminha, enabled the construction of professional knowledge. Initially, it is explained, legally and theoretically, the teacher professionalization, their identity and the pedagogical practice. It is intended, therefore, to explore the legal and theoretical assumptions that supported the Supervised Teaching Practice, and that allowed the pedagogical action, during the internship, was framed in a specific educational context, but also on a clear and supported didactic-pedagogic positioning. The reflection takes in the present Internship Report, a key component for the development of an individual professional knowledge, but contextualized in a collective. The reflections are present throughout the work, exploring the different dimensions that marked each cycle in which developed the Supervised Educational Practice. The Internship Report also reveals the investigative dimension developed throughout the school year, by exploiting a research project involving the study of Problem Solving and Philosophy for Children
Description
Keywords
Identidade profissional Supervisão Ensino-aprendizagem Filosofia para crianças Professional identity Supervision Teaching and Learning Philosophy for children
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação