| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 638.27 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio contempla o percurso de formação inicial desenvolvido ao longo da Prática Educativa Supervisionada, nos contextos de Educação Pré-Escolar e de Ensino do 1.º Ciclo do Ensino Básico, onde se retrata a evolução profissional e pessoal através da (re)construção de aprendizagens e de conhecimentos da futura docente. Neste documento, espelha-se ainda a articulação e a indagação entre os quadros concetuais, científicos e teóricos e a realidade da prática educativa através da mobilização de conhecimentos pedagógicos e didáticos de acordo com as características individuais e as necessidades de cada criança.
Para o desenvolvimento de um pensamento de caráter reflexivo e crítico no futuro docente com habilitação profissional para a docência de perfil duplo, os processos caracterizadores da Metodologia de Investigação-Ação foram fundamentais para a colocação da teoria a serviço da prática, numa relação
biunívoca, e na criação de respostas educativas que contemplassem uma aprendizagem significativa e de caráter holístico.
Neste sentido, o paradigma socioconstrutivista da aprendizagem esteve presente ao longo de toda a prática educativa, independentemente das valências educativas. Assim, objetivou-se o desenvolvimento de práticas pedagógicas contextualizadas em relação aos seus conhecimentos prévios, interesses e vivências nas quais as crianças puderam tornar-se agentes ativos na construção dos seus próprios conhecimentos, participando constantemente na significação do seu processo educativo.
Salienta-se ainda neste documento, a relevância de um trabalho colaborativo entre todos os intervenientes para o desenvolvimento holístico de um futuro
cidadão crítico da sociedade através da sua atividade predileta, o brincar.
This internship report includes the time of the initial formative path developed during the Supervised Educational Practice, in the context of Preschool Education and Primary Education. It portrays the professional and personal evolution through the (re)construction of learnings and the knowledge of the future teacher. This document also reveals the connection and the inquiry between the conceptual, scientific and theoretical frameworks and the reality of the educational practice through pedagogical and didactic knowledge according to the individual characteristics and the needs of each child. To the development of a reflexive and critical characters’ thought in the future teacher with the professional habilitation for dual profile teaching, the characterized processes of the Action-Research Methodology were keys to put theory into practice, in a biunivocal relationship, and in the creation of educational answers that envisaged a significative learning and holistic character. Therefore, the socioconstrutivist theory was present during all educational experience, regardless of the educational scopes. Thus, the aim was the contextualized development of pedagogical practices in relation to their previous knowledge, interests and experiences in which children could become active agents in the construction of their own knowledge, constantly participating in the magnitude of their educational process. Also, this document points out the relevance of a collaborative work between all the participants for a holistic development of a future society critical citizen through their favorite activity, playing.
This internship report includes the time of the initial formative path developed during the Supervised Educational Practice, in the context of Preschool Education and Primary Education. It portrays the professional and personal evolution through the (re)construction of learnings and the knowledge of the future teacher. This document also reveals the connection and the inquiry between the conceptual, scientific and theoretical frameworks and the reality of the educational practice through pedagogical and didactic knowledge according to the individual characteristics and the needs of each child. To the development of a reflexive and critical characters’ thought in the future teacher with the professional habilitation for dual profile teaching, the characterized processes of the Action-Research Methodology were keys to put theory into practice, in a biunivocal relationship, and in the creation of educational answers that envisaged a significative learning and holistic character. Therefore, the socioconstrutivist theory was present during all educational experience, regardless of the educational scopes. Thus, the aim was the contextualized development of pedagogical practices in relation to their previous knowledge, interests and experiences in which children could become active agents in the construction of their own knowledge, constantly participating in the magnitude of their educational process. Also, this document points out the relevance of a collaborative work between all the participants for a holistic development of a future society critical citizen through their favorite activity, playing.
Description
Keywords
Criança Prática Educativa Metodologia de investigação-ação Socioconstrutivismo Aprendizagens significativas Child Educational practice Action-research methodology Socioconstrutivism Significative learnings
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação