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Authors
Abstract(s)
O presente Relatório de Estágio é fruto da experiência vivenciada ao longo da Prática Educativa Supervisionada (PES), nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, tendo como principal objetivo a análise e reflexão das aprendizagens desenvolvidas, que contribuíram para a construção pessoal, social e profissional da formanda.
Neste sentido, evidencia-se uma produção reflexiva e fundamentada, influenciada pela metodologia de Investigação-Ação que é caracterizada pelas suas etapas cíclicas - observação, planificação, ação, reflexão e avaliação -, que proporcionou a aquisição e mobilização de saberes, contribuindo para o desenvolvimento de uma postura reflexiva, indagadora e colaborativa, de forma a promover práticas significativas e contextualizadas.
Através das vivências, reflexões e dos saberes profissionais construídos numa visão crítica e fundamentada acerca das duas valências, ao longo da PES, a criança foi compreendida como construtora do seu próprio conhecimento, de forma a promover o desenvolvimento holístico da mesma. Nesta linha, sob a perspetiva socioconstrutivista foram desenvolvidos projetos de intervenção, baseados na MTP, valorizou-se a promoção da autonomia e cooperação, bem como o envolvimento das famílias e da comunidade educativa, que assumiram um papel basilar neste processo. Assim, é salientado o trabalho colaborativo entre todos os agentes educativos como potenciador da co construção de saberes, proporcionando a melhoria da ação docente.
Por fim, as experiências vivenciadas impulsionaram a construção de práticas baseadas na articulação constante entre a teoria e a prática. Este processo demonstrou-se crucial para o desenvolvimento de um conhecimento aprofundado sobre a docência e a edificação de um perfil duplo.
The present internship report is the result of the experience gained throughout the Supervised Educational Practice (SEP) in the contexts of Preschool Education and the 1st Cycle of Basic Education, with the main objective of analyzing and reflecting on the learning experiences that have contributed to the personal, social, and professional development of the master’s student. In this regard, it highlights a reflective and well-founded production, influenced by the Action Research methodology, which is characterized by its cyclical stages - observation, planning, action, reflection, and evaluation -, that facilitated the acquisition and mobilization of knowledge, contributing to the development of a reflective, inquisitive, and collaborative attitude in order to promote meaningful and contextualized practices. Through the experiences, reflections, and professional knowledge built from a critical and well-founded perspective on both areas, during the SEP, the child was understood as the constructor of their own knowledge, promoting their holistic development. In this approach, the child-centered focus enabled the development of the Project Work Methodology, emphasizing the promotion of autonomy and cooperation, as well as the involvement of families and the educational community, who played a fundamental role in this process. Thus, collaborative work among all educational stakeholders is highlighted as a catalyst for co-constructing knowledge, as it facilitated the development of personal, social, and professional skills for the future teacher. Lastly, the experiences encountered propelled the construction of practices based on the constant articulation between theory and practice, supported by a collaborative, reflective, and investigative process. This process proved to be crucial for the development of a deep understanding of dual-profile teaching.
The present internship report is the result of the experience gained throughout the Supervised Educational Practice (SEP) in the contexts of Preschool Education and the 1st Cycle of Basic Education, with the main objective of analyzing and reflecting on the learning experiences that have contributed to the personal, social, and professional development of the master’s student. In this regard, it highlights a reflective and well-founded production, influenced by the Action Research methodology, which is characterized by its cyclical stages - observation, planning, action, reflection, and evaluation -, that facilitated the acquisition and mobilization of knowledge, contributing to the development of a reflective, inquisitive, and collaborative attitude in order to promote meaningful and contextualized practices. Through the experiences, reflections, and professional knowledge built from a critical and well-founded perspective on both areas, during the SEP, the child was understood as the constructor of their own knowledge, promoting their holistic development. In this approach, the child-centered focus enabled the development of the Project Work Methodology, emphasizing the promotion of autonomy and cooperation, as well as the involvement of families and the educational community, who played a fundamental role in this process. Thus, collaborative work among all educational stakeholders is highlighted as a catalyst for co-constructing knowledge, as it facilitated the development of personal, social, and professional skills for the future teacher. Lastly, the experiences encountered propelled the construction of practices based on the constant articulation between theory and practice, supported by a collaborative, reflective, and investigative process. This process proved to be crucial for the development of a deep understanding of dual-profile teaching.
Description
Keywords
Prática educativa supervisionada Investigação-ação Criança Trabalho colaborativo Supervised educational practice Investigation-action Children Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação