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Relatório de estágio de Matilde Pinto Pereira
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.58 MB | Adobe PDF |
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Abstract(s)
O presente relatório resulta da Unidade Curricular Prática Educativa Supervisionada, desenvolvida no âmbito do segundo ano do Mestrado em Educação Pré-Escolar e 1º Ciclo do Ensino Básico, tendo em vista a obtenção do perfil duplo docente. Este documento tem como principal objetivo analisar, de forma crítica e reflexiva o percurso formativo da mestranda, articulando a prática pedagógica com os referenciais teóricos e legais, bem como os saberes científicos e didático-metodológicos que a sustentam, assente num paradigma socioconstrutivista. A Metodologia de Investigação-Ação teve um papel importante neste processo, permitindo um olhar cíclico e sistemático sobre a realidade educativa, com foco na observação, planificação, intervenção e reflexão. A prática desenvolvida nos dois contextos distintos: Educação Pré-Escolar e 1º Ciclo do Ensino Básico, possibilitou à mestranda uma compreensão alargada e integrada do percurso educativo da criança. Por sua vez, o trabalho em díade revelou-se uma mais-valia para a partilha de ideias, tomada de decisões em conjunto e desenvolvimento de uma prática mais colaborativa e intencional. Paralelamente, as relações estabelecidas com as famílias e com a restante comunidade educativa mostraram-se fundamentais para a criação de um ambiente mais colaborativo e significativo, centrado nas necessidades e interesses das crianças. Este relatório reflete, assim, uma caminhada exigente, mas enriquecedora, que permitiu à mestranda consolidar aprendizagens, superar desafios e crescer enquanto futura profissional com perfil duplo, consciente do seu papel na promoção de práticas educativas de qualidade e centradas na criança.
This report is the result of the Supervised Educational Practice curricular unit, carried out during the second year of the Master´s degree in Pre-School and Primary Education, with the goal of obtaining a dual teaching qualification. The main aim of this document is to critically and reflectively analyze the master's student learning journey, connecting the teaching practice with theoretical and legal frameworks, as well as the scientific and methodological knowledge that support it, based on a socioconstructivist paradigm. The Action-Research Methodology played an important role in this process, offering a cyclical and systematic approach to the educational setting, focusing on observation, planning, action, and reflection. The practice was developed in two different contexts: Preschool Education and Primary Education. This allowed the master´s student to gain a broader and more integrated understanding of children´s educational pathways. In turn, working in a teaching pair was especially valuable for sharing ideas, making decisions together, and developing a more collaborative and intentional teaching approach. At the same time, the relationships built with families and the wider educational community were essential for creating a more meaningful and cooperative environment, centered on the needs and interests of the children. This report, therefore, reflects a challenging but enriching journey that enabled the student to strengthen her learning, overcome difficulties, and grow as a future professional with a dual teaching profile, fully aware of her role in promoting high-quality, child-centered educational practices.
This report is the result of the Supervised Educational Practice curricular unit, carried out during the second year of the Master´s degree in Pre-School and Primary Education, with the goal of obtaining a dual teaching qualification. The main aim of this document is to critically and reflectively analyze the master's student learning journey, connecting the teaching practice with theoretical and legal frameworks, as well as the scientific and methodological knowledge that support it, based on a socioconstructivist paradigm. The Action-Research Methodology played an important role in this process, offering a cyclical and systematic approach to the educational setting, focusing on observation, planning, action, and reflection. The practice was developed in two different contexts: Preschool Education and Primary Education. This allowed the master´s student to gain a broader and more integrated understanding of children´s educational pathways. In turn, working in a teaching pair was especially valuable for sharing ideas, making decisions together, and developing a more collaborative and intentional teaching approach. At the same time, the relationships built with families and the wider educational community were essential for creating a more meaningful and cooperative environment, centered on the needs and interests of the children. This report, therefore, reflects a challenging but enriching journey that enabled the student to strengthen her learning, overcome difficulties, and grow as a future professional with a dual teaching profile, fully aware of her role in promoting high-quality, child-centered educational practices.
Description
Keywords
Metodologia de investigação-ação Paradigma socioconstrutivista Perfil duplo docente Prática educativa supervisionada Trabalho colaborativo Action research methodology Collaborative work Dual teaching profile Socioconstructivist paradigm Supervised educational practice
Pedagogical Context
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CC License
Without CC licence