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Relatório de Estágio de Ana Camila Moreira Briote
| Name: | Description: | Size: | Format: | |
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| 1.52 MB | Adobe PDF |
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Abstract(s)
O presente documento, designado de Relatório de Estágio, incide sobre as práticas educativas desenvolvidas nos contextos de Educação Pré-Escolar e do 1º Ciclo do Ensino Básico, no âmbito da Prática Educativa Supervisionada, habilitando para a profissionalização de um perfil duplo docente. Ao longo de todo o processo formativo, foram mobilizados referenciais teóricos, legais e práticos que orientaram a prática pedagógica nos diferentes níveis de ensino. Neste sentido, destaca-se a implementação de ações educativas sustentadas num paradigma socioconstrutivista, no qual a criança assume um papel ativo no seu processo de desenvolvimento e aprendizagem. Assim, no decorrer do documento, a mestranda adotou uma postura reflexiva e crítica, sustentada na Metodologia de Investigação-Ação que, permitiu dar resposta às necessidades e interesses das crianças, bem como possibilitar a construção da identidade profissional, a partir do processo cíclico de planificação, ação, observação e reflexão. Ademais, será evidenciado o trabalho colaborativo desenvolvido em cada nível educativo, nomeadamente entre o par pedagógico, as docentes cooperantes, as supervisoras institucionais, as crianças e as respetivas famílias. Por fim, o desenvolvimento de práticas educativas intencionais e adequadas proporcionou à mestranda o aprimoramento de competências pessoais e profissionais, bem como a construção de um perfil de duplo docente.
The present document, designated as the Internship Report, focuses on the educational practices developed in the contexts of Pre-school Education and the 1st Cycle of Basic Education, within the scope of Supervised Educational Practice, enabling the professionalization of a dual teacher profile. Throughout the entire training process, theoretical, legal and practical references were mobilized to guided pedagogical practice at different levels of education. In this sense, the implementation of educational actions sustained by a socioconstructivist paradigm stand out, in wich the child assumes an active role in their development and learning process. Thus, throughout the document, the master´s student adopted a reflective and critical stance, supported by the Action-Research Methodology, wich allowed responding to the needs and interests of the children, as well as enabling the construction of professional identity, based on the cyclical process of planning, action, observation and reflection. Moreover, the collaborative work developed at each educational level will be highlighted, particularly among the pedagogical pair, the cooperating teachers, the institutional supervisors, the children and their respective families. Lastly, the development of intentional and suitable educational practices enabled the master´s student to enhance her personal and professional skills, as well as to build a dual teaching profile.
The present document, designated as the Internship Report, focuses on the educational practices developed in the contexts of Pre-school Education and the 1st Cycle of Basic Education, within the scope of Supervised Educational Practice, enabling the professionalization of a dual teacher profile. Throughout the entire training process, theoretical, legal and practical references were mobilized to guided pedagogical practice at different levels of education. In this sense, the implementation of educational actions sustained by a socioconstructivist paradigm stand out, in wich the child assumes an active role in their development and learning process. Thus, throughout the document, the master´s student adopted a reflective and critical stance, supported by the Action-Research Methodology, wich allowed responding to the needs and interests of the children, as well as enabling the construction of professional identity, based on the cyclical process of planning, action, observation and reflection. Moreover, the collaborative work developed at each educational level will be highlighted, particularly among the pedagogical pair, the cooperating teachers, the institutional supervisors, the children and their respective families. Lastly, the development of intentional and suitable educational practices enabled the master´s student to enhance her personal and professional skills, as well as to build a dual teaching profile.
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Keywords
Prática educativa supervisionada Metodologia de investigação-ação Criança Aprendizagem Supervised educational practice Action-research methodology Child Learning
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CC License
Without CC licence