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Relatório de Estágio de Inês Sousa Pereira Carvalho
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 19.46 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório redigido no âmbito da unidade curricular Prática Educativa Supervisionada, inserida no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, retrata um percurso de formação inicial que seguiu uma lógica de desenvolvimento profissional, no qual se patenteou a articulação de saberes teóricos e práticos.
Assim, tudo o que é apresentado neste documento emergiu de um processo reflexivo, crítico e investigativo acerca da práxis, através de uma aproximação à Metodologia de lnvestigação-Ação. A utilização desta metodologia efetivou-se através do desenvolvimento das suas diferentes etapas do processo educativo: observação, planificação, ação, reflexão e avaliação, que permitiram um crescimento contínuo, com o objetivo de existirem intervenções progressivamente mais contextualizadas e significativas, repercutindo-se num progressivo desenvolvimento profissional. Assim, esta metodologia, que apresenta um caráter investigativo
e reflexivo, permite atuar tendo em conta as particularidades de cada criança, agindo, segundo uma perspetiva diferenciada.
Além desta metodologia de investigação adotada, este relatório reflete a importância de uma prática inserida num paradigma socioconstrutivista, na qual prevaleceu a Metodologia de Trabalho de Projeto e a pedagogia de participação, que atribuem à criança um papel ativo e central na construção do seu conhecimento, atribuindo ao docente o papel de mediador deste processo de aprendizagem e desenvolvimento das crianças.
Um aspeto exaltado ao longo deste documento e que se apresenta como fulcral é o trabalho colaborativo, que promove aprendizagens significativas nas crianças, além de ser crucial no que diz respeito ao desenvolvimento profissional e pessoal, pois permite a aquisição de diversas competências.
This report, written within the Supervised Educational Practice curricular unit, included in the Master in Pre-School Education and Primary Education, describes an initial training path that followed a logic of professional development, in which the articulation of theoretical and practical knowledge. Thus, everything presented in this document emerged from a reflective, criticai and investigative process about praxis, through an approach to the Research-Action Methodology. The use of this methodology was carried out through the development of its different stages of the educational process - observation, planning, action, reflection and evaluation; which allowed continuous growth, with the purpose of progressively more contextualized and meaningful interventions, influencing a progressive professional development. This methodology, which has an investigative and reflective character, allows move taking into account the particularities of each child, acting according to a different perspective. ln addition to this research methodology adopted, this report reflects the importance of a practice inserted in a socio-constructivist paradigm, in which the Project Work Methodology and the pedagogy of participation prevailed, which give children an active and central role in the construction of their knowledge, attributing to the teacher the role of mediato r of this process of learning and development of children. An aspect highlighted throughout this document, and which is presented as central, is collaborative work, which promotes significant learning in children, in addition to being crucial concerning professional and personal development, as it allows the acquisition of various skills.
This report, written within the Supervised Educational Practice curricular unit, included in the Master in Pre-School Education and Primary Education, describes an initial training path that followed a logic of professional development, in which the articulation of theoretical and practical knowledge. Thus, everything presented in this document emerged from a reflective, criticai and investigative process about praxis, through an approach to the Research-Action Methodology. The use of this methodology was carried out through the development of its different stages of the educational process - observation, planning, action, reflection and evaluation; which allowed continuous growth, with the purpose of progressively more contextualized and meaningful interventions, influencing a progressive professional development. This methodology, which has an investigative and reflective character, allows move taking into account the particularities of each child, acting according to a different perspective. ln addition to this research methodology adopted, this report reflects the importance of a practice inserted in a socio-constructivist paradigm, in which the Project Work Methodology and the pedagogy of participation prevailed, which give children an active and central role in the construction of their knowledge, attributing to the teacher the role of mediato r of this process of learning and development of children. An aspect highlighted throughout this document, and which is presented as central, is collaborative work, which promotes significant learning in children, in addition to being crucial concerning professional and personal development, as it allows the acquisition of various skills.
Description
Keywords
Criança lnvestigação-ação Socioconstrutivismo Colaboração Desenvolvimento profissional Child Research- Action Professional development Social constructivism Collaboration
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
Instituto Politécnico do Porto. Escola Superior de Educação
Instituto Politécnico do Porto. Escola Superior de Educação