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Abstract(s)
A Prática Educativa Supervisionada apresenta-se como um elemento fundamental no processo de formação de um profissional de educação, potenciando no mesmo uma postura crítica, indagadora e reflexiva e permitindo o desenvolvimento do saber pensar e agir, de forma consistente, adequada e articulada nos diferentes contextos educativos, tendo em conta o paradigma socioconstrutivista da educação para uma promoção do desenvolvimento holístico da criança.
Numa perspetiva dialética entre teoria e prática, o presente relatório mobiliza conhecimentos de índole científica, pedagógica e didática que orientaram toda a prática educativa desenvolvida, proporcionando uma articulação intrínseca entre o quadro concetual e a ação educativa vivenciada, contribuindo para o desenvolvimento da mestranda, quer a nível profissional quer pessoal. Este processo de formação profissional baseou-se ainda no processo cíclico de observação, planificação, ação, avaliação e reflexão, presentes na Metodologia de Investigação-Ação, visando uma transformação da educação que só poderia ser obtida através da observação contínua e sistemática dos contextos onde se desenrolou a PES e com a criação e implementação de práticas mais consistentes, inovadoras e renovadas, assumindo o docente como agente de mudança e de transformação da realidade educativa do contexto em que se encontra.
Assim, neste percurso formativo, importa salientar o trabalho colaborativo desenvolvido entre todos os intervenientes no contexto de escola onde o estágio ocorreu, que muito contribuíram para a construção da identidade profissional da mestranda e para o desenvolvimento de um perfil duplo.
Supervised Educational Practice presents itself as a fundamental element in the process of formation of an education professional, enhancing in him a critical, inquiring and reflexive posture and allowing the development of the knowledge to think and act, in a consistent, adequate and articulated way in the different educational contexts, taking into account the socio-constructivist paradigm of education with a view to promoting the holistic development of children. From a dialectical perspective between theory and practice, this report mobilizes scientific, pedagogical and didactical knowledge that guided all the educational practice developed, providing an intrinsic articulation between the conceptual framework and the educative action experienced, contributing to the development of the master's student, both professionally and personally. This process of professional formation was also supported by the cyclical process of observation, planning, action, evaluation and reflection, present in the Action Research Methodology aiming a transformation of education, which could only be obtained through continuous observation and systematic analysis of the contexts in which SEP took place and with the creation and implementation of more consistent, innovative and renewed practices, assuming the teacher as an agent of change and transformation of the educational reality of the context in which he finds him/herself. Thus, in this formative course, it is important to highlight the collaborative work developed among all the participants in the school context where the internship took place, which greatly contributed to the construction of the student's professional identity and the development of a dual profile.
Supervised Educational Practice presents itself as a fundamental element in the process of formation of an education professional, enhancing in him a critical, inquiring and reflexive posture and allowing the development of the knowledge to think and act, in a consistent, adequate and articulated way in the different educational contexts, taking into account the socio-constructivist paradigm of education with a view to promoting the holistic development of children. From a dialectical perspective between theory and practice, this report mobilizes scientific, pedagogical and didactical knowledge that guided all the educational practice developed, providing an intrinsic articulation between the conceptual framework and the educative action experienced, contributing to the development of the master's student, both professionally and personally. This process of professional formation was also supported by the cyclical process of observation, planning, action, evaluation and reflection, present in the Action Research Methodology aiming a transformation of education, which could only be obtained through continuous observation and systematic analysis of the contexts in which SEP took place and with the creation and implementation of more consistent, innovative and renewed practices, assuming the teacher as an agent of change and transformation of the educational reality of the context in which he finds him/herself. Thus, in this formative course, it is important to highlight the collaborative work developed among all the participants in the school context where the internship took place, which greatly contributed to the construction of the student's professional identity and the development of a dual profile.
Description
Keywords
Perfil duplo Prática Educativa Educação Pré-Escolar e Ensino do 1.º CEB Socioconstrutivismo Metodologia de Investigação-ação Double profile Educational Practice Preschool Education and 1st BEC teaching Socioconstrutivism Action Research Methodology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação