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Publication
Relatório de Estágio de Diana Filomena Teixeira Rodrigues
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|---|---|---|---|---|
| 1.05 MB | Adobe PDF |
Abstract(s)
O presente relatório incide no processo formativo desenvolvido no âmbito da Prática Educativa Supervisionada, integrada no plano de estudos do 2º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, que permite a profissionalização para um perfil duplo docente, concedendo o grau de mestre. O percurso formativo, desenvolvido nos dois níveis educativos, foi orientado por um paradigma socioconstrutivista e sustentado na metodologia de investigação-ação, permitindo uma articulação contínua entre teoria e prática, através de um ciclo interativo de observação, planificação, ação e reflexão, onde o professor se assume como investigador das suas próprias práticas, planificando, agindo, analisando, observando e avaliando criticamente as ações educativas. Esta metodologia favoreceu o desenvolvimento de uma prática pedagógica reflexiva, fundamentada pelos documentos teóricos e legais orientadores que regulam a ação educativa e adaptada às especificidades de cada contexto educativo, bem como aos interesses e necessidades das crianças. Assim, promoveu-se uma prática intencional, reconhecendo a criança como sujeito e agente do seu processo educativo, potenciando aprendizagens significativas e um desenvolvimento holístico, através de pedagogias participativas e metodologias ativas, potenciando o envolvimento dos diferentes intervenientes do processo educativo, nomeadamente a comunidade educativa e a família. O documento destaca, ainda, a importância das relações interpessoais na prática educativa, nomeadamente o trabalho colaborativo e cooperativo entre o par pedagógico, as crianças, docentes cooperantes e supervisoras institucionais, fundamentais para o processo de construção da identidade profissional e de práticas educativas contextualizadas.
This report focuses on the formative process developed within the scope of the Supervised Educational Practice, integrated into the second year of the Master's Degree in Pre-school Education and Primary Education, which leads to professional qualification for a dual teaching profile and confers a master's degree. The training path, undertaken across both educational levels, was guided by a socioconstructivist paradigm and supported by the Action Research methodology, allowing for a continuous articulation between theory and practice. This was achieved through an interactive cycle of observation, planning, action, and reflection, in which the teacher takes on the role of researcher of their own educational practices—planning, acting, analysing, observing, and critically evaluating pedagogical actions. This methodology supported the development of a reflective teaching practice, grounded in the theoretical and legal frameworks that guide educational action and adapted to the specificities of each educational context, as well as to the interests and needs of the children. Consequently, an intentional practice was promoted, recognising the child as a subject and active agent in their own learning process. Meaningful learning and holistic development were fostered through participatory pedagogies and active methodologies, encouraging the involvement of all educational stakeholders, particularly the wider school community and families. The report also highlights the importance of interpersonal relationships in educational practice, namely the collaborative and cooperative work among teaching pairs, children, mentor teachers, and university supervisors—crucial to the process of constructing professional identity and contextually responsive pedagogical practices.
This report focuses on the formative process developed within the scope of the Supervised Educational Practice, integrated into the second year of the Master's Degree in Pre-school Education and Primary Education, which leads to professional qualification for a dual teaching profile and confers a master's degree. The training path, undertaken across both educational levels, was guided by a socioconstructivist paradigm and supported by the Action Research methodology, allowing for a continuous articulation between theory and practice. This was achieved through an interactive cycle of observation, planning, action, and reflection, in which the teacher takes on the role of researcher of their own educational practices—planning, acting, analysing, observing, and critically evaluating pedagogical actions. This methodology supported the development of a reflective teaching practice, grounded in the theoretical and legal frameworks that guide educational action and adapted to the specificities of each educational context, as well as to the interests and needs of the children. Consequently, an intentional practice was promoted, recognising the child as a subject and active agent in their own learning process. Meaningful learning and holistic development were fostered through participatory pedagogies and active methodologies, encouraging the involvement of all educational stakeholders, particularly the wider school community and families. The report also highlights the importance of interpersonal relationships in educational practice, namely the collaborative and cooperative work among teaching pairs, children, mentor teachers, and university supervisors—crucial to the process of constructing professional identity and contextually responsive pedagogical practices.
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Metodologias ativas Reflexão Supervised educational pratice Action research methodology Active methodology Reflection
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence