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Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular de Prática Educativa Supervisionada, no culminar da formação docente inicial do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Serve, por isso, de análise e reflexão sobre a prática pedagógica experienciada, tendo por base a fundamentação de conhecimentos científicos, teóricos, pedagógicos e didáticos, bem como a caraterização dos dois contextos de estágio. Desta forma, assumindo uma postura crítica e indagadora, articulando a componente prática com os pressupostos teóricos e legais, foram construídas aprendizagens e competências fundamentais para o desenvolvimento pessoal e profissional.
Neste seguimento, a metodologia de investigação-ação e o seu processo cíclico de observação, planificação, ação e reflexão foram a base para a adaptação e constante melhoria da prática pedagógica, segundo uma visão de mudança e transformação da realidade educativa do contexto de estágio. Seguindo uma perspetiva socioconstrutivista, foi atribuído à criança um papel ativo na construção do seu próprio conhecimento, promovendo o seu desenvolvimento de forma significativa em contacto com o meio envolvente.
Neste documento evidencia-se também as potencialidades de uma prática fundamentada na metodologia de trabalho de projeto, transversal aos dois níveis educativos. É importante ressalvar ainda que, por questões de segurança da saúde pública, devido ao surto da pandemia de COVID-19, a prática pedagógica em contexto de estágio não se realizou conforme o perspetivado, tendo implicado a adaptação de estratégias educativas no âmbito de uma educação a distância.
This internship report comes within the scope of the Supervised Educational Practice curricular unit, at the culmination of the initial teacher formation of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Therefore, it serves as an analysis and reflection on the experienced pedagogical practice, based on the foundation of scientific, theoretical, pedagogical and didactic knowledge, as well as the characterization of the two internship contexts. This way, assuming a critical and inquiring posture, articulating the practical component with the theoretical and legal assumptions, fundamental learnings and skills for personal and professional development were built. In this segment, the action-research methodology and its cyclical process of observation, planning, action and reflection were the basis for the adaptation and constant improvement of the pedagogical practice, according to a vision of change and transformation of the educational reality of the internship context. To this end, following a socioconstructivist perspective, the child was given an active role in the construction of his own knowledge, promoting his development in a meaningful way in contact with his surroundings. This document also highlights the potential of a practice based on the methodology of project work, across the two educational levels. It is also important to point out that, due to public health security reasons, because of the COVID-19 pandemic, the pedagogical practice in an internship context was not realized as expected, having implied the adaptation of educational strategies for remote education.
This internship report comes within the scope of the Supervised Educational Practice curricular unit, at the culmination of the initial teacher formation of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Therefore, it serves as an analysis and reflection on the experienced pedagogical practice, based on the foundation of scientific, theoretical, pedagogical and didactic knowledge, as well as the characterization of the two internship contexts. This way, assuming a critical and inquiring posture, articulating the practical component with the theoretical and legal assumptions, fundamental learnings and skills for personal and professional development were built. In this segment, the action-research methodology and its cyclical process of observation, planning, action and reflection were the basis for the adaptation and constant improvement of the pedagogical practice, according to a vision of change and transformation of the educational reality of the internship context. To this end, following a socioconstructivist perspective, the child was given an active role in the construction of his own knowledge, promoting his development in a meaningful way in contact with his surroundings. This document also highlights the potential of a practice based on the methodology of project work, across the two educational levels. It is also important to point out that, due to public health security reasons, because of the COVID-19 pandemic, the pedagogical practice in an internship context was not realized as expected, having implied the adaptation of educational strategies for remote education.
Description
Keywords
Socioconstrutivismo Metodologia de Investigação-Ação Metodologia de Trabalho de Projeto Formação inicial docente Socioconstructivism Action-Research methodology The Project Method Initial teacher formation
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação