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Abstract(s)
O presente documento foi redigido para a obtenção do Grau de Mestre em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, explanando o
percurso formativo, no âmbito da Prática de Educativa Supervisionada, nos dois
níveis de educativos.
O relatório de estágio apresenta informação preambulando conhecimentos
científicos, pedagógico-didáticos, bem como reflete sobre a importância do
perfil duplo. Realça-se também a premissa de um Docente que reflete, indaga e
investiga em prol das crianças articulando deste modo o conhecimento teórico
com a sua prática. É de enaltecer que a prática incidiu na Metodologia de
Trabalho de Projeto na Educação Pré-Escolar, que impulsionou questões que
reforçavam o espírito natural curioso da criança, eclodindo metodologias
inovadoras e potencializadoras de aprendizagens significativas. Contudo, no 1.º
Ciclo do Ensino Básico o estágio ficou marcado pelo ensino a distância, onde se
fizeram sentir mudanças no ensino nunca anteriormente vivenciadas. É de
evidenciar, que a criança esteve sempre no âmago de todas as práticas. Salientase a importância do trabalho colaborativo e cooperativo entre todos os agentes
educativos, a família e as crianças, que é gerador de novas aprendizagens pela
partilha de ideias, ideais e de saberes que ajudaram a construir capacidades
profissionais e pessoais.
Deste modo, a partir da Metodologia de Investigação-Ação a futura docente
pode continuamente melhorar a sua práxis, pois adotava uma postura reflexiva,
indagadora, crítica e investigadora, permitindo um crescimento profissional.
This document was written to obtain the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education, thus this explores the formative journey, within the Supervised Educational Practice, in both levels of education. The internship report presents information preambulating scientific and pedagogical-didactic knowledge, as well as reflecting on the importance of the dual profile. It also highlights the premise of a teacher who reflects, inquires, and investigates on behalf of the children, thus articulating theoretical knowledge with practice. It is worth mentioning that the practice focused on the Project Work Methodology in Pre-School Education, which drove questions that reinforced the child's natural curious spirit, resulting in innovative methodologies and potential for significant learning. However, in the 1st cycle of basic education, the internship was marked by distance learning, where changes in teaching never experienced before were felt. It should be noted that the child was always at the center of all practices. We emphasize the importance of collaborative and cooperative work between all the educational agents, the family and the children, which generates new learning through the sharing of ideas, ideals and knowledge that helped to build professional and personal skills. Thus, from the Action-Research Methodology the future teacher can continuously improve her praxis, since she adopted a reflective, inquiring, critical and investigative posture, allowing for professional growth.
This document was written to obtain the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education, thus this explores the formative journey, within the Supervised Educational Practice, in both levels of education. The internship report presents information preambulating scientific and pedagogical-didactic knowledge, as well as reflecting on the importance of the dual profile. It also highlights the premise of a teacher who reflects, inquires, and investigates on behalf of the children, thus articulating theoretical knowledge with practice. It is worth mentioning that the practice focused on the Project Work Methodology in Pre-School Education, which drove questions that reinforced the child's natural curious spirit, resulting in innovative methodologies and potential for significant learning. However, in the 1st cycle of basic education, the internship was marked by distance learning, where changes in teaching never experienced before were felt. It should be noted that the child was always at the center of all practices. We emphasize the importance of collaborative and cooperative work between all the educational agents, the family and the children, which generates new learning through the sharing of ideas, ideals and knowledge that helped to build professional and personal skills. Thus, from the Action-Research Methodology the future teacher can continuously improve her praxis, since she adopted a reflective, inquiring, critical and investigative posture, allowing for professional growth.
Description
Keywords
Metodologia investigação-ação Criança Docente reflexivo Action-research methodology Child Reflective teacher
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação