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Authors
Abstract(s)
O presente relatório evidencia a experiência educativa e o processo
formativo desenvolvido ao longo da Prática Educativa Supervisionada (PES),
que prevê um estágio de natureza profissional, objetivo de um relatório final.
Este tem como propósito a obtenção do grau de mestre em Educação Pré-
Escolar e Ensino do 1.º Ciclo do Ensino Básico, constituindo um espaço
descritivo, crítico e reflexivo relativo à transformação profissional, social e
pessoal da mestranda. O período da PES potenciou a construção de saberes
experienciais e a mobilização de outros saberes curriculares, pedagógicos,
sociais e éticos inerentes à profissão docente. Neste sentido, estimulou o saber
ser, o saber estar e o saber fazer de um docente de perfil duplo.
Assim, no processo formativo, denota-se a influência da metodologia de
Investigação-Ação que, pelas suas etapas dinâmicas, cíclicas e indissociáveis
de observação, planificação, ação e reflexão, permitiu uma prática reflexiva
que produziu efeitos na transformação da prática educativa. Neste âmbito
valoriza-se a reflexividade, decorrente de interações pedagógicas cooperativas,
como suporte para a identificação de possibilidades de ações pedagógicas, que
fossem ao encontro das necessidades e interesses evidenciados pelas crianças
– as práticas educativas, desenvolvidas nas duas valências de estágio, tiveram
enfoque no processo de aprendizagens significativas através de metodologias
ativas que relevaram a criança e um perfil humanista do currículo.
As experiências vivenciadas permitiram a construção de uma narrativa
profissional, atribuindo sentido aos referenciais teóricos e aos saberes
emergentes das práticas educativas.
The following report highlights the educational experience and the formative process during the Supervised Educational Practice (SEP), which foresees a professional nature internship, objective of a final report. Its purpose is the obtention of a master’s degree in Preschool Education and Primary School Teaching, by creating a descriptive, critical, and reflective atmosphere for the professional, social, and personal transformation of the master’s student. SEP period potentiated the construction of experiential knowledge and the mobilization of other curricular, pedagogical, social, and ethical knowledge inherent to the teaching career. In that sense, it stimulated the knowing how to be and the knowing how to do of a double profile teacher. Thus, it is denoted the influence of the research-action methodology, used during the formative process, that, for its dynamic, cyclical, and inseparable stages of observation, planning, action, and reflection, allowed a reflective practice that took effect in educational practice transformation. In this context, reflexivity resulting from cooperative pedagogical interactions is valued, as support for the identification of pedagogical action possibilities that would correspond to the needs and interests demonstrated by the children – the educational practices, developed in both internships, focused on the process of significant learnings through active methodologies that highlighted the child and the humanistic profile of the curriculum. The experiences lived favored the construction of a professional narrative, giving sense to the theoretical references and to the emergent knowledge of the educative practices.
The following report highlights the educational experience and the formative process during the Supervised Educational Practice (SEP), which foresees a professional nature internship, objective of a final report. Its purpose is the obtention of a master’s degree in Preschool Education and Primary School Teaching, by creating a descriptive, critical, and reflective atmosphere for the professional, social, and personal transformation of the master’s student. SEP period potentiated the construction of experiential knowledge and the mobilization of other curricular, pedagogical, social, and ethical knowledge inherent to the teaching career. In that sense, it stimulated the knowing how to be and the knowing how to do of a double profile teacher. Thus, it is denoted the influence of the research-action methodology, used during the formative process, that, for its dynamic, cyclical, and inseparable stages of observation, planning, action, and reflection, allowed a reflective practice that took effect in educational practice transformation. In this context, reflexivity resulting from cooperative pedagogical interactions is valued, as support for the identification of pedagogical action possibilities that would correspond to the needs and interests demonstrated by the children – the educational practices, developed in both internships, focused on the process of significant learnings through active methodologies that highlighted the child and the humanistic profile of the curriculum. The experiences lived favored the construction of a professional narrative, giving sense to the theoretical references and to the emergent knowledge of the educative practices.
Description
Keywords
Prática Educativa Supervisionada Investigação-ação Pedagogia Participativa Criança Supervised educational practice Research-action Participative pedagogy
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação