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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular da Prática Educativa
Supervisionada (PES) que integra o plano de estudos do 2º ano do Mestrado em Educação Pré-
Escolar (EPE) e Ensino do 1º Ciclo do Ensino Básico (CEB), na Escola Superior de Educação do
Porto, necessário à obtenção da profissionalização de docente com duplo perfil. O presente
documento resulta do processo de formação inicial docente e espelha o percurso formativo
desenvolvido nas valências de 1º CEB e EPE, dando a conhecer a prática pedagógica
desenvolvida, analisando as ações e fazendo uma reflexão. Assim, as etapas da metodologia
Investigação-Ação, numa lógica de planificação, ação e reflexão, sustentada no paradigma
socioconstrutivista e nos referenciais teóricos subjacentes, contribuíram para a transformação
das práticas educativas e para a construção de uma identidade profissional.
Toda a ação educativa assentou no paradigma socioconstrutivista, pressupondo um
papel ativo da criança na aprendizagem, procurando-se responder às necessidades e interesses
da mesma.
As práticas educativas estiveram alinhadas com o projeto de intervenção subordinado à
temática da alimentação saudável no 1º CEB e dos seres vivos na EPE. Durante o projeto
revelou-se crucial o trabalho colaborativo entre o par pedagógico, supervisoras institucionais,
educadora e professora cooperante, gerando uma reflexão mútua que resultou numa
significativa progressão e qualidade nas mesmas práticas.
Assim, a PES possibilitou o contacto com os contextos educativos, compreendendo as
especificidades e construindo, consciente e reflexivamente as atividades pedagógicas,
conduzindo a um desenvolvimento holístico da criança.
The current report is part of the Course Unit Supervised Educational Practice, which integrates the syllabus for the 2nd year of the Master’s Degree in Pre-school Education and Primary School Teaching, at School of Education of Porto, which is required to acquire the professionalization with a double profile. The present document is a result of the initial teacher training process, reflecting the formative path developed in the 1º CEB and EPE. Simultaneously, it also aims to present the developed pedagogical practice, analyzing and having a careful and detailed reflection. Hence, the stages of the Action-Research Methodology - in a planification, implementation and reflection perspective, supported by the socio-constructive paradigm and by the underlying theoretical references – impacted the transformation of the educational practices and the development of a professional identity. The whole education plan was, therefore, based on the socio-constructivist paradigm, which assumes that children have an active role in their learning process; their needs and interests were always considered. The educational practices were aligned with the intervention project referent to the healthy eating theme from the 1º CEB, and the living beings from EPE area. Throughout the project, collaborative work became imperative between the pedagogical duo, institutional supervisors, teacher and teacher assistant, as it enabled a mutual reflection that, in turn, contributed to constructive feedback and, consequently, a significative positive evolution in the above-mentioned practices. Hence, PES enabled the contact with the educational environment, giving a deep understanding of its specificities and building the pedagogical activities in a conscious and reflective way, enabling a holistic and harmonious child´s development.
The current report is part of the Course Unit Supervised Educational Practice, which integrates the syllabus for the 2nd year of the Master’s Degree in Pre-school Education and Primary School Teaching, at School of Education of Porto, which is required to acquire the professionalization with a double profile. The present document is a result of the initial teacher training process, reflecting the formative path developed in the 1º CEB and EPE. Simultaneously, it also aims to present the developed pedagogical practice, analyzing and having a careful and detailed reflection. Hence, the stages of the Action-Research Methodology - in a planification, implementation and reflection perspective, supported by the socio-constructive paradigm and by the underlying theoretical references – impacted the transformation of the educational practices and the development of a professional identity. The whole education plan was, therefore, based on the socio-constructivist paradigm, which assumes that children have an active role in their learning process; their needs and interests were always considered. The educational practices were aligned with the intervention project referent to the healthy eating theme from the 1º CEB, and the living beings from EPE area. Throughout the project, collaborative work became imperative between the pedagogical duo, institutional supervisors, teacher and teacher assistant, as it enabled a mutual reflection that, in turn, contributed to constructive feedback and, consequently, a significative positive evolution in the above-mentioned practices. Hence, PES enabled the contact with the educational environment, giving a deep understanding of its specificities and building the pedagogical activities in a conscious and reflective way, enabling a holistic and harmonious child´s development.
Description
Keywords
Criança Prática educativa supervisionada Metodologia investigação-ação Paradigma socioconstrutivista Child Supervised educational practice Action-research methodology Socio-constructivist paradigm
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação