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Relatório de Estágio de Natacha Raquel Maia Vieira
| Name: | Description: | Size: | Format: | |
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| 4.9 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio, integrado na Unidade Curricular Prática Educativa Supervisionada do 2º ano de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, visa a profissionalização de um perfil duplo docente. Desenvolvido em dois contextos – num grupo dos 3 aos 6 anos na Educação Pré-Escolar e numa turma do 2º ano no 1º Ciclo do Ensino Básico – este percurso formativo assentou na metodologia de Investigação-Ação, ancorada no paradigma socio construtivista. Neste sentido, as práticas educativas foram delineadas a partir dos documentos orientadores em vigor – Orientações Curriculares para a Educação Pré-Escolar, Aprendizagens Essenciais, Perfil dos Alunos à Saída da Escolaridade Obrigatória, entre outros – que promoveram aprendizagens significativas, intencionais e contextualizadas. Ao longo deste processo, foram mobilizadas metodologias ativas que colocaram a criança no centro do seu processo educativo. Além disso, a criança foi valorizada como protagonista ativa do seu processo de aprendizagem e, portanto, as propostas pedagógicas foram construídas com base nos seus interesses, necessidades e potencialidades, que privilegiaram o brincar, a autonomia, a criatividade, a exploração, a colaboração e o envolvimento ativo. Destaca-se, igualmente, a importância do trabalho colaborativo entre o par pedagógico, a equipa educativa, as famílias e a restante comunidade educativa, por constituírem elementos essenciais para a construção de ambientes seguros e inclusivos. Por fim, a reflexão contínua constituiu um eixo estruturante de todo o percurso, uma vez que contribuiu para a consolidação da identidade pessoal e profissional da mestranda, com vista à construção de uma prática docente reflexiva e eticamente comprometida.
This internship report, part of the Supervised Educational Practice curricular unit of the 2nd year of the Master's Degree in Pre-School Education and Primary School Teaching, aims to professionalise a dual teacher profile. Developed in two contexts - in a group of 3 to 6 year olds in Pre-School Education and in a 2nd year class in the 1st Cycle of Basic Education - this training course was based on the methodology of Action Research, anchored in the socio-constructivist paradigm. In this sense, the educational practices were based on the guiding documents in force - Curriculum Guidelines for Pre-School Education, Essential Learning, Profile of Students Leaving Compulsory Schooling, among others - which promoted meaningful, intentional and contextualised learning. Throughout this process, active methodologies were mobilised that put the child at the centre of their educational process. In addition, the child was valued as the active protagonist of their learning process and, therefore, the pedagogical proposals were built based on their interests, needs and potential, which favoured play, autonomy, creativity, exploration, collaboration and active involvement. The importance of collaborative work between the teaching pair, the educational team, families and the rest of the educational community should also be emphasised, as these are essential elements for building safe and inclusive environments. Finally, continuous reflection was a structuring axis of the entire course, as it contributed to the consolidation of the master's student's personal and professional identity, with a view to building a reflective and ethically committed teaching practice.
This internship report, part of the Supervised Educational Practice curricular unit of the 2nd year of the Master's Degree in Pre-School Education and Primary School Teaching, aims to professionalise a dual teacher profile. Developed in two contexts - in a group of 3 to 6 year olds in Pre-School Education and in a 2nd year class in the 1st Cycle of Basic Education - this training course was based on the methodology of Action Research, anchored in the socio-constructivist paradigm. In this sense, the educational practices were based on the guiding documents in force - Curriculum Guidelines for Pre-School Education, Essential Learning, Profile of Students Leaving Compulsory Schooling, among others - which promoted meaningful, intentional and contextualised learning. Throughout this process, active methodologies were mobilised that put the child at the centre of their educational process. In addition, the child was valued as the active protagonist of their learning process and, therefore, the pedagogical proposals were built based on their interests, needs and potential, which favoured play, autonomy, creativity, exploration, collaboration and active involvement. The importance of collaborative work between the teaching pair, the educational team, families and the rest of the educational community should also be emphasised, as these are essential elements for building safe and inclusive environments. Finally, continuous reflection was a structuring axis of the entire course, as it contributed to the consolidation of the master's student's personal and professional identity, with a view to building a reflective and ethically committed teaching practice.
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Keywords
Aprendizagens significativas Criança Metodologias ativas Prática Educativa Supervisionada Meaningful learning Children Active methodologies Supervised educational practice
Pedagogical Context
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CC License
Without CC licence