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Resumo(s)
O presente relatório de estágio, desenvolvido no âmbito da Prática Educativa Supervisionada (PES) do Mestrado em Educação Pré‑Escolar e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB), analisa o percurso formativo realizado nos dois contextos educativos que integram o perfil duplo docente. Sustentada na metodologia de Investigação‑Ação (I-A), a intervenção decorreu num processo contínuo de observação, planificação, ação e reflexão, permitindo à mestranda compreender a complexidade da prática pedagógica e ajustar intencionalmente as suas decisões educativas.
A ação pedagógica foi orientada por uma perspetiva socioconstrutivista, reconhecendo a criança como sujeito ativo da aprendizagem e valorizando os seus interesses, necessidades e ritmos. Os documentos orientadores — Orientações Curriculares para a Educação Pré‑Escolar (OCEPE), Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO), Aprendizagens Essenciais (AE) e legislação em vigor — constituíram referências fundamentais para a planificação, a inclusão e a promoção da participação equitativa.
No 1.º CEB, a intervenção centrou-se e na implementação da metodologia de Aprendizagem Cooperativa (AC), com recursos aos métodos, nomeadamente o Think-Pair-Share, a Verificação em Pares e a Folha Giratória [Kagan, (1994), citado por Lopes & Silva, 2022]). Paralelamente foram mobilizadas Técnicas de Avaliação Formativa (TAF), nomeadamente os Copos Coloridos, que permitiram monitorizar a compreensão e apoiar a autorregulação e ajustar a intervenção pedagógica em tempo real. Em conjunto estas estratégias promoveram a interdependência positiva, a responsabilidade individual e a argumentação, contribuindo para o desenvolvimento de competências sociais e cognitivas essenciais à construção de ambientes de aprendizagem colaborativos e emocionalmente seguros.
Na Educação Pré‑Escolar, o trabalho desenvolveu‑se em torno de um projeto emergente desencadeado pela exploração da horta e pela descoberta de pequenos animais, que deu origem ao projeto das minhocas. A documentação pedagógica, como fotografias, registos escritos e painéis, assumiu um papel central na visibilidade dos processos de aprendizagem, na comunicação com as famílias e na construção de uma narrativa coletiva, em consonância com as OCEPE.
Ao longo da PES, a mestranda assumiu uma postura ética, reflexiva e investigativa, consolidando competências profissionais essenciais à docência em perfil duplo. Este percurso contribuiu para a construção de uma identidade profissional crítica, consciente e comprometida com práticas educativas inclusivas e participativas.
This internship report, developed within the scope of the Supervised Teaching Practice (STP (PES)) of the Master's Degree in Pre-school Education and Primary Education, analyses the formative journey undertaken across the two educational settings that constitute the dual teaching qualification. Grounded in the Action Research (AR) methodology, the intervention took place within a continuous process of observation, planning, action, and reflection, enabling the master’s student to gain a deeper understanding of the complexity of pedagogical practice and to intentionally adapt educational decisions throughout the process. The pedagogical intervention was guided by a socio-constructivist perspective, recognising children as active agents in their own learning while valuing their interests, needs, and individual learning rhythms. The key Portuguese curriculum and policy documents—including the Curricular Guidelines for Pre-school Education (OCEPE), the Profile of Students Leaving Compulsory Education (PASEO), the Essential Learnings (AE), and the applicable legislation—provided the main framework for planning, inclusion, and the promotion of equitable participation. In Primary Education, the intervention focused on the implementation of Cooperative Learning methodologies (CL), namely Think–Pair–Share, Peer Checking, Coloured Cups, and the Rotating Sheet/Roundtable. In parallel, Formative Assessment Techniques (FAT) were also mobilized, particularly the Coloured Cups, which enabled the monitoring of pupils´ understanding, supported self-regulation, and allowed the pedagogical intervention to be adjusted in real time. Together, these strategies fostered positive interdependence, individual accountability, and argumentation skills, contributing to the development of social and cognitive competences essential for creating collaborative and emotionally supportive learning environments. In Pre-school Education, the intervention was developed around an emergent project inspired by the exploration of the school garden and the discovery of small animals, which evolved into a project centred on earthworms. Pedagogical documentation, including photographs, written records, and display panels, played a central role in making learning processes visible, strengthening communication with families, and constructing a shared narrative of learning, in line with the principles aligned with the OCEPE. Throughout the Supervised Teaching Practice (STP(PES)), the master’s student adopted an ethical, reflective, and inquiry-oriented stance, consolidating the professional competences required for dual qualification teaching. This journey contributed to the development of a critical, reflective, and ethically grounded professional identity, committed to inclusive, participatory, and child-centred educational practices
This internship report, developed within the scope of the Supervised Teaching Practice (STP (PES)) of the Master's Degree in Pre-school Education and Primary Education, analyses the formative journey undertaken across the two educational settings that constitute the dual teaching qualification. Grounded in the Action Research (AR) methodology, the intervention took place within a continuous process of observation, planning, action, and reflection, enabling the master’s student to gain a deeper understanding of the complexity of pedagogical practice and to intentionally adapt educational decisions throughout the process. The pedagogical intervention was guided by a socio-constructivist perspective, recognising children as active agents in their own learning while valuing their interests, needs, and individual learning rhythms. The key Portuguese curriculum and policy documents—including the Curricular Guidelines for Pre-school Education (OCEPE), the Profile of Students Leaving Compulsory Education (PASEO), the Essential Learnings (AE), and the applicable legislation—provided the main framework for planning, inclusion, and the promotion of equitable participation. In Primary Education, the intervention focused on the implementation of Cooperative Learning methodologies (CL), namely Think–Pair–Share, Peer Checking, Coloured Cups, and the Rotating Sheet/Roundtable. In parallel, Formative Assessment Techniques (FAT) were also mobilized, particularly the Coloured Cups, which enabled the monitoring of pupils´ understanding, supported self-regulation, and allowed the pedagogical intervention to be adjusted in real time. Together, these strategies fostered positive interdependence, individual accountability, and argumentation skills, contributing to the development of social and cognitive competences essential for creating collaborative and emotionally supportive learning environments. In Pre-school Education, the intervention was developed around an emergent project inspired by the exploration of the school garden and the discovery of small animals, which evolved into a project centred on earthworms. Pedagogical documentation, including photographs, written records, and display panels, played a central role in making learning processes visible, strengthening communication with families, and constructing a shared narrative of learning, in line with the principles aligned with the OCEPE. Throughout the Supervised Teaching Practice (STP(PES)), the master’s student adopted an ethical, reflective, and inquiry-oriented stance, consolidating the professional competences required for dual qualification teaching. This journey contributed to the development of a critical, reflective, and ethically grounded professional identity, committed to inclusive, participatory, and child-centred educational practices
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1.º Ciclo do Ensino Básico Aprendizagem cooperativa Educação pré-Escolar Investigação-ação Prática educativa supervisionada Action research Cooperative learning Pre-school education Primary education Supervised teaching practice
Contexto Educativo
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