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Abstract(s)
O presente relatório de estágio retrata o percurso realizado ao longo de um ano de prática educativa supervisionada desenvolvida os contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
A formação profissional de um docente assenta numa perspetiva de formação contínua ao longo da vida, construindo-se numa comunidade colaborativa, aprendente e inovadora. Deste modo, perspetiva-se que o caráter reflexivo e crítico sejam a base da formação profissional, compilando saberes pedagógicos, metodológicos, didáticos, culturais, científicos e de investigação adquiridos durante prática pedagógica. A fim de construir uma identidade profissional de perfil duplo, nos contextos de Educação Pré-Escolar e 1º Ciclo de Ensino Básico, o processo de reflexão e investigação, advenientes da metodologia de investigação-ação, caracterizada pelo seu modo dinâmico e cíclico de observação, planificação, ação, reflexão e avaliação, possibilitou a interpretação e posterior ação, numa articulação entre o saber teórico e o saber emergente da prática.
Nesta linha de ideias, as interações pedagógicas basearam-se na partilha sistemática entre todos os agentes educativos, a fim de construir práticas diferentes e inovadoras, adequadas às características de cada criança, bem como edificar o profissionalismo da mestranda no percurso formativo.
The following internship report presents a year’s worth of supervisioned educational practice in regards to Pre School and Elementary School. The professional formation of a teacher fits into a never-ending learning perspective throughout life, built in a colaborative, learning and innovative community. This way you can prospect an introspective and critical character as the teacher’s foundation, compiling pedagogical, methodological, didactic, cultural, scientific and investigational knowledge acquired during this pedagogical practice.Aiming to construct a double profile professional identity, in the Pre School and Elementary school, the introspective and investigational processes advening from MIA, characterized by its dynamic and cyclical way of observation, planification, action, introspection and evaluation in two diferent contexts allowed the interpretation and posterior action in a parallel perspective between theoretical and practical knowledge. In this train of thought, the pedagogical interactions were based on the systematic share between all educational agents, in light of constructing different and innovative practices, adequate to each child’s characteristics, as well as refining the master student’s professionalism throughout the whole formation.
The following internship report presents a year’s worth of supervisioned educational practice in regards to Pre School and Elementary School. The professional formation of a teacher fits into a never-ending learning perspective throughout life, built in a colaborative, learning and innovative community. This way you can prospect an introspective and critical character as the teacher’s foundation, compiling pedagogical, methodological, didactic, cultural, scientific and investigational knowledge acquired during this pedagogical practice.Aiming to construct a double profile professional identity, in the Pre School and Elementary school, the introspective and investigational processes advening from MIA, characterized by its dynamic and cyclical way of observation, planification, action, introspection and evaluation in two diferent contexts allowed the interpretation and posterior action in a parallel perspective between theoretical and practical knowledge. In this train of thought, the pedagogical interactions were based on the systematic share between all educational agents, in light of constructing different and innovative practices, adequate to each child’s characteristics, as well as refining the master student’s professionalism throughout the whole formation.
Description
Keywords
Prática pedagógica Docente Investigação Reflexão Formação Pedagogical practice Teacher Investigation Introspection Formation
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação