| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.4 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório reflete o processo de desenvolvimento e aprendizagem
da mestranda no âmbito das unidades curriculares Prática Educativa
Supervisionada em Educação Pré-Escolar e no 1.º ciclo do Ensino Básico,
integradas no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico.
Enquanto futura profissional de educação, os saberes adquiridos e
mobilizados ao longo das Práticas Educativas Supervisionadas e da sua
formação inicial foram imprescindíveis para uma ação educativa consciente e
sustentada. O quadro teórico que suportou a sua ação permitiu-lhe o
desenvolvimento da sua singularidade na forma de pensar e agir no contexto,
contribuindo por sua vez para a melhoria da prática educativa.
Enfatizando a relevância de uma postura crítica e reflexiva, salienta-se a
metodologia de investigação-ação, desenvolvida através de um ciclo que
integra as fases de observação, planificação, ação, avaliação e reflexão, de
acordo com as funções do profissional de educação. Esta metodologia permitiu
à mestranda desenvolver a sua ação de forma intencional, tendo em
consideração as especificidades de cada contexto.
Durante a sua formação, procurou desenvolver competências profissionais
com base numa perspetiva holística e construtivista da educação dando voz à
criança e colocando-a no centro do processo de aprendizagem adotando, para
isso, uma atitude indagadora, investigadora, reflexiva e crítica, com intuito de
aperfeiçoar as suas práticas. Todo este percurso cooperativo e reflexivo
permitiu à mestranda a construção de um perfil profissional duplo que
constitui apenas o primeiro salto para a sua formação ao longo da vida.
The present report reflects the process of development and learning of the master's degree within the scope of the curricular units Supervised Educational Practice in Pre-school Education and in the 1st Cycle of Basic Education, integrated in the Master's Degree in Pre-School Education and 1st Cycle Teaching of Basic Education. As a future education professional, the knowledge acquired and mobilized throughout the Supervised Educational Practices and their initial training were essential for a conscious and sustained educational action. The theoretical framework that supported his action allowed to develop its singularity in the way of thinking and acting in the context, contributing in turn to the improvement of the educational practice. Emphasizing the relevance of a critical and reflexive posture, I highlight the research-action methodology, developed through a cycle that integrates the phases of observation, planning, action, evaluation and reflection, according to the functions of an education professional. This methodology allowed the master to develop its action in an intentional way, considering the specificities of each context. During my training, I sought to develop professional skills based on a holistic and constructivist perspective of education giving the child a voice and placing it at the centre of the learning process, adopting an inquiring position and a reflective and critical attitude towards the improvement the practices. All this cooperative and reflective course allowed the master to build a double professional profile that is only the first leap for its lifelong training.
The present report reflects the process of development and learning of the master's degree within the scope of the curricular units Supervised Educational Practice in Pre-school Education and in the 1st Cycle of Basic Education, integrated in the Master's Degree in Pre-School Education and 1st Cycle Teaching of Basic Education. As a future education professional, the knowledge acquired and mobilized throughout the Supervised Educational Practices and their initial training were essential for a conscious and sustained educational action. The theoretical framework that supported his action allowed to develop its singularity in the way of thinking and acting in the context, contributing in turn to the improvement of the educational practice. Emphasizing the relevance of a critical and reflexive posture, I highlight the research-action methodology, developed through a cycle that integrates the phases of observation, planning, action, evaluation and reflection, according to the functions of an education professional. This methodology allowed the master to develop its action in an intentional way, considering the specificities of each context. During my training, I sought to develop professional skills based on a holistic and constructivist perspective of education giving the child a voice and placing it at the centre of the learning process, adopting an inquiring position and a reflective and critical attitude towards the improvement the practices. All this cooperative and reflective course allowed the master to build a double professional profile that is only the first leap for its lifelong training.
Description
Keywords
Educação Prática educativa Profissional reflexivo Aprendizagem cooperativa Education Educational practice Reflective professional Cooperative learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação