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Relatório de Estágio de Cássia Noémia Monteiro dos Santos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.6 MB | Adobe PDF |
Abstract(s)
O presente relatório resulta da Prática Educativa Supervisionada, integrada no plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Trata-se de um documento que sustenta a profissionalização docente com vista a um perfil duplo, que possibilita a mestranda agir com intencionalidade pedagógica em dois níveis educativos. As intervenções foram orientadas pela metodologia de Investigação-Ação e pela Metodologia de Trabalho de Projeto, baseadas num paradigma socioconstrutivista, possibilitando uma prática reflexiva, flexível e contextualizada. Desta forma, as ações educativas desenvolvidas procuraram promover aprendizagens significativas e que estivessem articuladas com os documentos orientadores do currículo, nomeadamente, o Perfil dos Alunos à Saída da Escolaridade Obrigatória, as Orientações Curriculares para a Educação Pré-Escolar, as Aprendizagens Essenciais e a Estratégia Nacional de Educação para a Cidadania. O envolvimento da comunidade educativa, em especial a participação ativa das famílias, foi uma dimensão muito valorizada neste percurso, aliando-se a construção de uma escola mais inclusiva e participativa. Importa salientar que todo o processo foi fortemente sustentado pela reflexão crítica e pela Aprendizagem Cooperativa. Tal dimensão, contribuiu para a construção de uma identidade profissional consciente, reflexiva, ética e comprometida com a melhoria das práticas.
This report is the result of Supervised Educational Practice, integrated in the study plan of the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It is a document that supports the professionalization of teachers with a view to a dual profile, which enables the master's student to act with pedagogical intentionality at two educational levels. The interventions were guided by the action-research methodology and the Project-Based Learning, based on a socio-constructivist paradigm, enabling a reflective, flexible and contextualized practice. In this way, the educational actions developed sought to promote significant learning that was articulated with the guiding documents of the curriculum, namely, the Profile of Students at the End of Compulsory Schooling, the Curricular Guidelines for Pre-School Education, the Essential Learning and the National Strategy for Education for Citizenship. The involvement of the educational community, especially the active participation of families, was a highly valued dimension in this process, combined with the construction of a more inclusive and participatory school. It is important to highlight that the entire process was strongly supported by critical reflection and the cooperative learning of a Cooperative Learning. This dimension contributed to the construction of a conscious, reflective, ethical professional identity committed to improving practices.
This report is the result of Supervised Educational Practice, integrated in the study plan of the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It is a document that supports the professionalization of teachers with a view to a dual profile, which enables the master's student to act with pedagogical intentionality at two educational levels. The interventions were guided by the action-research methodology and the Project-Based Learning, based on a socio-constructivist paradigm, enabling a reflective, flexible and contextualized practice. In this way, the educational actions developed sought to promote significant learning that was articulated with the guiding documents of the curriculum, namely, the Profile of Students at the End of Compulsory Schooling, the Curricular Guidelines for Pre-School Education, the Essential Learning and the National Strategy for Education for Citizenship. The involvement of the educational community, especially the active participation of families, was a highly valued dimension in this process, combined with the construction of a more inclusive and participatory school. It is important to highlight that the entire process was strongly supported by critical reflection and the cooperative learning of a Cooperative Learning. This dimension contributed to the construction of a conscious, reflective, ethical professional identity committed to improving practices.
Description
Keywords
Prática educativa supervisionada Paradigma socioconstrutivista Metodologia de trabalho de projeto Aprendizagem cooperativa Supervised educational practice Socioconstructivist paradigm Project-basead learning Cooperative learning
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CC License
Without CC licence