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Abstract(s)
O presente relatório de estágio anuncia a formação inicial docente nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, apresentando uma postura indagadora de um profissional de educação, sendo esta sustentada por um quadro teórico e legal e os seus contributos para a ação educativa. Tendo presente uma investigação ao serviço da prática pedagógica e sob uma aproximação à metodologia de Investigação-Ação foi manifestada uma visão transformadora da ação, espelhando uma preponderância do ciclo sistemático de observação, planificação, ação e reflexão. Esta atitude crítica e reflexiva resultou das diferentes interações pedagógicas de natureza colaborativa, que objetivou identificar possibilidades de ação pedagógica que respondessem às necessidades das crianças.
Tornou-se, igualmente, exequível mobilizar conhecimentos científicos, metodológicos, didáticos e pedagógicos que suportaram todas as ações, presenciando um clima emocional positivo para e com as crianças através de uma negociação, democracia, confiança e aceitação. Assim, neste documento apresentam-se as práticas educativas que conduziram a uma reflexão contínua e a um trabalho colaborativo promotor da melhoria das práticas e do progresso enquanto futura profissional de educação.
This internship report announces the initial teacher in the contexts of Pre-School Education and 1st Cycle of Basic Education, presenting an inquiring attitude of an education professional, which is supported by a legal and theoretical framework and its contributions to educational action. Bearing in mind an investigation at the service of pedagogical practice and under an approximation to the Methodology of Action Research, a transformative view of the action was manifested, mirroring a preponderance of the systematic cycle of observation, planning, action and reflection. This critical and reflexive attitude resulted from the differences pedagogical interactions of a collaborative nature, which aimed to identify possibilities of pedagogical action that would respond to the needs of children. It became feasible to mobilize scientific, methodological, didactic and pedagocical knowledge that supported all actions. In addition, there was a positive emotional climate for and with children through negotiation, democracy, trust and acceptance. In this way, this document presents the educational practices that led to continuous reflection and collaborative work promoting the improvement of practices and progress as a future education professional.
This internship report announces the initial teacher in the contexts of Pre-School Education and 1st Cycle of Basic Education, presenting an inquiring attitude of an education professional, which is supported by a legal and theoretical framework and its contributions to educational action. Bearing in mind an investigation at the service of pedagogical practice and under an approximation to the Methodology of Action Research, a transformative view of the action was manifested, mirroring a preponderance of the systematic cycle of observation, planning, action and reflection. This critical and reflexive attitude resulted from the differences pedagogical interactions of a collaborative nature, which aimed to identify possibilities of pedagogical action that would respond to the needs of children. It became feasible to mobilize scientific, methodological, didactic and pedagocical knowledge that supported all actions. In addition, there was a positive emotional climate for and with children through negotiation, democracy, trust and acceptance. In this way, this document presents the educational practices that led to continuous reflection and collaborative work promoting the improvement of practices and progress as a future education professional.
Description
Keywords
Prática Educativa Criança Investigação-ação Colaboração Educational Practice Child Collaboration Action Research
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação