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Authors
Abstract(s)
O presente relatório de estágio, desenvolvido no âmbito da unidade
curricular de Prática Educativa Supervisionada, integrado no Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, procurou espelhar
o percurso profissional desenvolvido e vivenciado em contextos da Educação
Pré-Escolar e do 1.º Ciclo do Ensino Básico, bem como as conceções teóricas
que sustentaram e fundamentaram a prática educativa em ambas as valências.
Além disso, procurou explanar o modo como essas conceções foram
mobilizadas para a ação, por forma a desenvolver uma prática sólida, ou seja,
sustentada e fundamentada, que levasse à construção de uma identidade
profissional do docente proficiente.
Para desenvolver uma prática proficiente revelou-se necessário mobilizar
para a ação a metodologia de investigação-ação, à qual estão intrinsecamente
associados os processos de observação, planificação, ação, reflexão e avaliação,
que assumiram especial relevância, por possibilitarem o desenvolvimento de
uma prática adequada e articulada, promotora do desenvolvimento holístico
da criança.
A par da metodologia de investigação-ação, destacaram-se as ações
desenvolvidas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, que
foram alvo de uma reflexão, bem como os contributos da prática educativa
supervisionada para a construção de uma identidade profissional do docente
de perfil duplo.
This Internship report, developed under the curricular unit Supervised Educational Practice, integrated in the Master's Degree in Pre-school Education and 1st Cycle of Basic Education, sought to reflect the professional course developed and experienced in contexts of Pre-school Education and 1st Cycle of Basic Education, as well as the theoretical concepts that supported and grounded the educational practice in both valences. Furthermore, it sought to explain how these concepts were mobilized for an action, in order to develop a solid practice, that is, sustained and justified, that would lead to the construction of a proficient professional identity. In order to develop a proficient practice, it was necessary to mobilize for action the researching-action methodology, to which the processes of observation, planning, action, reflection and evaluation are intrinsically linked, which have assumed special relevance, since they enable the development of an adequate and articulated practice, promoting the holistic development of the child. Next to the researching-action methodology, stood off, in this report, the actions developed in Pre-school Education and 1st Cycle of Basic Education, which were subject of reflection, as well as the contributions of Supervised Educational Practice for the construction of a professional identity of the dual profile teacher.
This Internship report, developed under the curricular unit Supervised Educational Practice, integrated in the Master's Degree in Pre-school Education and 1st Cycle of Basic Education, sought to reflect the professional course developed and experienced in contexts of Pre-school Education and 1st Cycle of Basic Education, as well as the theoretical concepts that supported and grounded the educational practice in both valences. Furthermore, it sought to explain how these concepts were mobilized for an action, in order to develop a solid practice, that is, sustained and justified, that would lead to the construction of a proficient professional identity. In order to develop a proficient practice, it was necessary to mobilize for action the researching-action methodology, to which the processes of observation, planning, action, reflection and evaluation are intrinsically linked, which have assumed special relevance, since they enable the development of an adequate and articulated practice, promoting the holistic development of the child. Next to the researching-action methodology, stood off, in this report, the actions developed in Pre-school Education and 1st Cycle of Basic Education, which were subject of reflection, as well as the contributions of Supervised Educational Practice for the construction of a professional identity of the dual profile teacher.
Description
Keywords
Criança Perfil duplo Aprendizagem cooperativa Education Child Dual profile Cooperative learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação