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Abstract(s)
O presente relatório descreve e analisa a formação pedagógica, pessoal e profissional, desenvolvida pela docente durante a Prática Educativa Supervisionada, nas valências do contexto de 1º Ciclo do Ensino Básico e da Educação Pré-Escolar.
Para construir e enriquecer a personalidade do docente enquanto profissional indagador e reflexivo, surge a necessidade de compreender e fundamentar as especificidades dos níveis educativos bem como as suas dimensões. De modo a articulá-las, salienta-se a Metodologia de Investigação-Ação, que enaltece o processo de observação, planificação, ação, reflexão e avaliação. Requer, por parte do docente, uma postura reflexiva e investigativa durante as interações pedagógicas, fomentando o trabalho colaborativo de modo a serem desenvolvidas práticas educativas promotoras de aprendizagens significativas para as crianças.
Apresentam-se e analisam-se, também, os referentes teóricos e legais, onde o seu conhecimento resulta no desenvolvimento de práticas sustentadas. A mobilização de saberes das diversas áreas do conhecimento permite desenvolver aprendizagens articuladas entre a teoria e a prática, evidentes nas práticas desenvolvidas. Privilegia-se e motiva-se o desenvolvimento holístico da criança, colocando-a no centro da sua aprendizagem, sustentado numa perspetiva sócio construtivista. Enaltece-se as metodologias ativas com vista a um desenvolvimento significativo, sustentado numa escola inclusiva espelhada, também, nas vivências, reflexões e nos saberes profissionais construídos numa visão crítica e fundamentada acerca das duas valências. Todo o percurso descrito neste documento e a Prática Educativa Supervisionada permitiram o crescimento pessoal e a construção de identidade profissional, perspetivando a construção de novos conhecimentos que permitem práticas sustentadas que possibilitem responder às necessidades e interesses de todas as crianças.
This report describes and analyzes the pedagogical, personal and professional training developed by the teacher during the Supervised Educational Practice, in the context of the 1st cycle of basic education and pre-school education. To build and enrich the teacher's personality as an inquiring and reflective professional, there is a need to understand and substantiate the specificities of the educational levels as well as their dimensions. To articulate them, the Action-Research Methodology is highlighted, which emphasizes the process of observation, planning, action, reflection, and evaluation. It requires a reflective and investigative attitude from the teacher during educational interactions, fostering collaborative work to develop educational practices that promote significant learning for children. The theoretical and legal references are also presented and analyzed, and their knowledge results in the development of sustained practices. The mobilization of knowledge from various areas of knowledge allows the development of learning articulated between theory and practice, evident in the practices developed. The holistic development of the child is privileged and motivated, putting the child at the center of its learning, based on a social constructivist perspective. Active methodologies are emphasized with a view to a significant development, sustained in an inclusive school, also mirrored in the experiences, reflections and professional knowledge built in a critical and reasoned view about the two valences. The whole journey described in this document and the Supervised Educational Practice allowed personal growth and the construction of professional identity, with a view to building new knowledge that allows sustained practices which also enable to meet the needs and interests of all children.
This report describes and analyzes the pedagogical, personal and professional training developed by the teacher during the Supervised Educational Practice, in the context of the 1st cycle of basic education and pre-school education. To build and enrich the teacher's personality as an inquiring and reflective professional, there is a need to understand and substantiate the specificities of the educational levels as well as their dimensions. To articulate them, the Action-Research Methodology is highlighted, which emphasizes the process of observation, planning, action, reflection, and evaluation. It requires a reflective and investigative attitude from the teacher during educational interactions, fostering collaborative work to develop educational practices that promote significant learning for children. The theoretical and legal references are also presented and analyzed, and their knowledge results in the development of sustained practices. The mobilization of knowledge from various areas of knowledge allows the development of learning articulated between theory and practice, evident in the practices developed. The holistic development of the child is privileged and motivated, putting the child at the center of its learning, based on a social constructivist perspective. Active methodologies are emphasized with a view to a significant development, sustained in an inclusive school, also mirrored in the experiences, reflections and professional knowledge built in a critical and reasoned view about the two valences. The whole journey described in this document and the Supervised Educational Practice allowed personal growth and the construction of professional identity, with a view to building new knowledge that allows sustained practices which also enable to meet the needs and interests of all children.
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Reflexão Escola Século XXI Supervised educational practice Research-action methodology Reflection 21st Century School
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação