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Authors
Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular (U.C) Prática
Educativa Supervisionada (PES), desenvolvida nos contextos de Educação Pré-Escolar (EPE) e
1.º Ciclo do Ensino Básico (CEB), inserida no Mestrado em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico da Escola Superior de Educação do Instituto Politécnico do Porto, consistindo no desenvolvimento holístico para a qualificação profissional.
Este documento contem assim uma componente descritiva e reflexiva consistente, acompanhada dos documentos orientadores que regulam a prática docente, bem como as suas metodologias e estratégias que possibilitaram a sua concretização e os resultados obtidos, durante o percurso vivenciado e efetuado pela futura profissional de educação ao longo do ano letivo 2021/2022, nos dois contextos enunciados.
Pela observação crítica e reflexiva, pode definir-se o que é relevante considerar em
termos de ensino-aprendizagem, sempre apoiada na evolução de um pensamento prático ou sobre a ação. Quer-se com isto dizer que, além do professor se preocupar com o desenvolvimento dos alunos em geral, deve ver-se a prática pedagógica como uma oportunidade para continuar a construir o próprio conhecimento e, por conseguinte, a formação. É neste sentido que ser professor é, acima de tudo, saber dar.
O professor tem de ter conhecimentos gerais, pois a profissão assim o exige, sendo
necessário que a sua formação seja de carácter contínuo. Para além do conhecimento científico, o professor não se deve esquecer da vertente humana. A PES foi, por isso, um momento privilegiado de ensino-aprendizagem e de crescente crescimento pessoal e profissional.
The present work was elaborated on the behalf of the Curricular Unit (U.C.) Supervised Educational Practice (PES), developed on Preschool Education (EPE) and Primary Education (CEB), part of Preschool and Primary School Education masters of Escola Superior de Educação do Instituto Politécnico do Porto, consisting on the holistic development for professional qualification. This document contains a consistent descriptive and reflective component, accompanied by the guiding documents that regulate the teaching practice, as well as their methodologies and strategies that made it possible to achieve it and the results obtained, during the lived journey and carried out by the future education professional during the academic year 2021/2022, in the two mentioned contexts. Through critical observation and reflection, we can define what is relevant to consider in teaching and learning terms, always supported by the evolution of practical thinking or action. This meaning that, in addition to the teacher caring for students’ development in general, pedagogical practice should be seen as an opportunity to continue building, their own knowledge and, therefore, their training. With this in mind being a teacher is, above all, knowing how to give. A teacher must have general knowledge, as the profession requires, and their training must be continuous. In addition to scientific knowledge, a teacher should not forget the human aspect. The PES was, therefore, a privileged moment of teaching and learning as well as a personal and professional growth.
The present work was elaborated on the behalf of the Curricular Unit (U.C.) Supervised Educational Practice (PES), developed on Preschool Education (EPE) and Primary Education (CEB), part of Preschool and Primary School Education masters of Escola Superior de Educação do Instituto Politécnico do Porto, consisting on the holistic development for professional qualification. This document contains a consistent descriptive and reflective component, accompanied by the guiding documents that regulate the teaching practice, as well as their methodologies and strategies that made it possible to achieve it and the results obtained, during the lived journey and carried out by the future education professional during the academic year 2021/2022, in the two mentioned contexts. Through critical observation and reflection, we can define what is relevant to consider in teaching and learning terms, always supported by the evolution of practical thinking or action. This meaning that, in addition to the teacher caring for students’ development in general, pedagogical practice should be seen as an opportunity to continue building, their own knowledge and, therefore, their training. With this in mind being a teacher is, above all, knowing how to give. A teacher must have general knowledge, as the profession requires, and their training must be continuous. In addition to scientific knowledge, a teacher should not forget the human aspect. The PES was, therefore, a privileged moment of teaching and learning as well as a personal and professional growth.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Docente reflexivo Prática pedagógica Preschool education Primary education Reflective teacher Pedagogical practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação