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Abstract(s)
O presente relatório de estágio culmina da formação desenvolvida em contexto educativo, nas
valências de Educação Pré-Escolar e do 1º Ciclo, no âmbito da unidade curricular Prática Educativa
Supervisionada (PES), inserida no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do
1º Ciclo do Ensino Básico. O objetivo primordial do Mestrado é a formação de profissionais de
educação reflexivos e críticos, que sejam capazes de adequar a sua prática aos contextos educativos,
possibilitando a construção de uma identidade profissional e o desenvolvimento do pensamento e da
ação (Ficha da Unidade Curricular, 2022/2023), reconhecendo a criança como indivíduo capaz de
construir o próprio conhecimento, fundamento que guiou a educadora-professora durante todo o
processo da PES.
Neste documento, evidencia-se o percurso de formação em ambas as valências educativas e a
sua influência na construção de uma identidade social, pessoal e profissional da mestranda. A ação
educativa foi desenvolvida pelo par de estágio tendo por base a metodologia de Investigação-Ação
que permitiu, através dos processos de observação, planificação, ação e reflexão, adequar a prática
educativa com o intuito de desenvolver a construção de aprendizagens significativas pelas crianças,
trabalhando no seu desenvolvimento holístico, com base nas suas necessidades, interesses e
dificuldades.
A base da sustentação da prática educativa foi um conjunto de referenciais teóricos e legais,
bem como, o paradigma educacional do socioconstrutivismo, valorizando a centralidade da criança no
seu processo de aprendizagem e dos seus conhecimentos prévios no desenvolvimento de cada ação
pedagógica.
Destaca-se ainda o trabalho colaborativo, capaz de incentivar aprendizagens através de
momentos de partilha e de articulação de saberes entre os profissionais, impulsionando práticas
educativas transformadoras, que contribuam para o desenvolvimento das crianças, bem como para a
nossa construção de identidade profissional de perfil duplo.
This internship report is the culmination of the training developed in an educational context, in Pre-school Education and Primary School, under the curricular unit Supervised Educational Practice (PES), included in the Master's study plan in Pre-school Education and Teaching in the 1st Cycle of Basic Education. The main objective of the Master's is to train reflective and critical education professionals, who can adapt their practice to educational contexts, enabling the construction of professional identity and the development of thought and action (Course Unit Document, 2022/2023), recognizing the child as an individual capable of building their knowledge, a foundation that guided the teacher-educator throughout the process of PES. This document highlights the course of training in both educational settings and its influence on the construction of the master's student's social, personal, and professional identity. The educational action was developed by the internship pair based on the Action-Research methodology that allowed, through the processes of observation, planning, action, and reflection, to adapt the educational practice to develop the construction of significant learning by children, working on their holistic development, based on their needs, interests, and difficulties. The basis of support for the educational practice was a set of theoretical and legal references, as well as the educational paradigm of social constructivism, valuing the centrality of the child in his/her learning process and his/her previous knowledge in the development of each pedagogical action. Collaborative work also stands out, capable of encouraging learning through moments of sharing and articulation of knowledge among professionals, driving transformative educational practices that contribute to the development of children, as well as to our construction of a dual profile professional identity.
This internship report is the culmination of the training developed in an educational context, in Pre-school Education and Primary School, under the curricular unit Supervised Educational Practice (PES), included in the Master's study plan in Pre-school Education and Teaching in the 1st Cycle of Basic Education. The main objective of the Master's is to train reflective and critical education professionals, who can adapt their practice to educational contexts, enabling the construction of professional identity and the development of thought and action (Course Unit Document, 2022/2023), recognizing the child as an individual capable of building their knowledge, a foundation that guided the teacher-educator throughout the process of PES. This document highlights the course of training in both educational settings and its influence on the construction of the master's student's social, personal, and professional identity. The educational action was developed by the internship pair based on the Action-Research methodology that allowed, through the processes of observation, planning, action, and reflection, to adapt the educational practice to develop the construction of significant learning by children, working on their holistic development, based on their needs, interests, and difficulties. The basis of support for the educational practice was a set of theoretical and legal references, as well as the educational paradigm of social constructivism, valuing the centrality of the child in his/her learning process and his/her previous knowledge in the development of each pedagogical action. Collaborative work also stands out, capable of encouraging learning through moments of sharing and articulation of knowledge among professionals, driving transformative educational practices that contribute to the development of children, as well as to our construction of a dual profile professional identity.
Description
Keywords
Prática educativa Investigação-ação Trabalho colaborativo Envolvimento familiar Educational practice Action-research Colaborative work Family involvement
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação