| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 8.27 MB | Adobe PDF |
Abstract(s)
O presente relatório de estágio é fruto do percurso de formação adquirido
no âmbito da unidade curricular Prática de Educativa Supervisionada, no
contexto de Educação Pré-Escolar e no do 1.º Ciclo do Ensino Básico. O
mesmo retrata a mobilização de saberes adquiridos e desenvolvidos, de caráter
pedagógico, didático e científico durante a prática.
Neste documento são contempladas as vivências, as reflexões e a aquisição
de competências. Competências estas que potenciaram e contribuíram, de
forma positiva, para a formação da mesma, como futura profissional de
educação, tonando-a indagadora, crítica, reflexiva, construindo e
desenvolvendo o saber pensar e agir, que perquira com o objetivo de responder
qualquer questão inerente à prática, realçando a competências relativas à
adaptação à realidade vivenciada no mundo, devido à pandemia por COVID19, que através do ensino remoto de emergência proporcionou uma outra
perspetiva do que é a educação.
A aproximação da Metodologia de Investigação-Ação, implementada na
prática educativa através da observação, planificação, ação e reflexão, fez com
que houvesse uma mobilização dos saberes, como resposta a colmatar os
interesses, necessidades e dificuldades das crianças. Assim, a prática
pedagógica sustentou-se no paradigma socio construtivista, baseado na
pedagogia de participação, em que a criança é o colocado no centro da
intencionalidade educativa, sendo esta uma co-construtora de todo o seu
processo educativo, desenvolvendo um papel ativo e participativo, onde o
docente assume o papel de facilitador e mediador da aprendizagem. Tornado,
as relações interpessoais e as emoções o eixo basilar entre todos os
intervenientes educativos, onde o trabalho colaborativo foi enaltecido.
This Internship Report is the result of the training course acquired under the curricular unit Supervised Educational Practice, in the context of PreSchool Education and the 1st Cycle of Basic Education, the same document portrays the mobilization of knowledge acquired and developed, pedagogical, didactic and scientific, during practice. This document includes the experiences, reflections, and acquisition of competences of the master's student. These competences strengthened and contributed positively to her training as a future education professional, making her investigative, critical, reflective, building and developing the ability to think and act, which seeks to answer any question inherent to the practice, highlighting the competences related to adapting to the reality experienced in the world, due to the pandemic by COVID-19, which through distance learning provided the student with another perspective of what education is. The approach of the Action Research Methodology, implemented in educational practice through observation, planning, action and reflection, led to the mobilization of pedagogical, didactic and scientific knowledge, as a response to meet the interests, needs and difficulties of children. Thus, the pedagogical practice was based on the social constructivist paradigm, based on the pedagogy of participation, in which the child is placed at the center of the educational intentionality, being a co-constructor of the whole educational process, developing an active and participatory role, where the teacher assumes the role of facilitator and mediator of learning. Interpersonal relationships and emotions became the basic axis between all educational players, where collaborative work was praised.
This Internship Report is the result of the training course acquired under the curricular unit Supervised Educational Practice, in the context of PreSchool Education and the 1st Cycle of Basic Education, the same document portrays the mobilization of knowledge acquired and developed, pedagogical, didactic and scientific, during practice. This document includes the experiences, reflections, and acquisition of competences of the master's student. These competences strengthened and contributed positively to her training as a future education professional, making her investigative, critical, reflective, building and developing the ability to think and act, which seeks to answer any question inherent to the practice, highlighting the competences related to adapting to the reality experienced in the world, due to the pandemic by COVID-19, which through distance learning provided the student with another perspective of what education is. The approach of the Action Research Methodology, implemented in educational practice through observation, planning, action and reflection, led to the mobilization of pedagogical, didactic and scientific knowledge, as a response to meet the interests, needs and difficulties of children. Thus, the pedagogical practice was based on the social constructivist paradigm, based on the pedagogy of participation, in which the child is placed at the center of the educational intentionality, being a co-constructor of the whole educational process, developing an active and participatory role, where the teacher assumes the role of facilitator and mediator of learning. Interpersonal relationships and emotions became the basic axis between all educational players, where collaborative work was praised.
Description
Keywords
Criança Prática educativa Socioconstrutivismo Ensino remoto de emergência Desenvolvimento profissional Child Educational practice Socio constructivism Distance learning Professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação