| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.46 MB | Adobe PDF |
Abstract(s)
Este documento surge no seguimento da formação inicial e pretende apresentar o
percurso formativo desenvolvido na Prática Educativa Supervisionada no âmbito do mestrado
em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.
Assim, procura-se espelhar a evolução e construção pessoal, social e profissional, num
processo construtivista de formação ao longo do desenvolvimento das aprendizagens efetuadas
e das experiências vividas nos contextos de Educação Pré-Escolar e de 1º Ciclo do Ensino Básico.
Nesse sentido, apresentam-se os saberes que permitiram perceber que, metodologicamente, a
criança detém um papel ativo e participativo na sua aprendizagem, o que foi fundamental para a
construção de conhecimentos e aprendizagens com mais significado. Por este motivo torna-se
imperativo recorrer à aproximação da Metodologia de Investigação-Ação na construção
investigadora, crítica e reflexiva da futura docente por envolver uma dinâmica em espiral dos
processos de observação, planificação, ação, reflexão e avaliação, possibilitando o
desenvolvimento de propostas contextualizadas, diversificadas e adequadas aos interesses e às
dificuldades das crianças. Recorreu-se, ainda, à Metodologia de Trabalho de Projeto por despertar
o querer saber, o saber fazer e o saber ser, fomentando o desenvolvimento do pensamento crítico
e da criatividade.
A visão apresentada no relatório ilustra a problematização das competências subjacentes
ao perfil duplo de docência, que exige um conhecimento aprofundado sobre as duas valências
educativas. As experiências vividas de forma colaborativa constituíram uma etapa crucial na
formação inicial docente de perfil duplo, dando sentido aos referenciais teóricos e evidenciando a
exigência que esta profissão requer.
This document follows the initial training and intends to present the training course developed in the Supervised Educational Practice within the scope of the master's degree in Pre- School Education and Teaching of the 1st Cycle of Basic Education. Therefore, it seeks to mirror the evolution and personal, social and professional construction, in a constructivist process of training throughout the development of the learning carried out and the experiences lived in the contexts of Pre-School Education and 1st Cycle of Basic Education. In that way, we present the knowledge that allowed us to perceive that, methodologically, the child has an active and participatory role in their learning, which was fundamental for the construction of knowledge and learning with more meaning. For this reason, it is imperative to use the Research-Action Methodology approach in the investigative, critical and reflective construction of the future teacher, as it involves a spiral dynamic of observation, planning, action, reflection and evaluation processes, enabling the development of proposals contextualized, diversified and appropriate to the interests and difficulties of children. The Project Work Methodology was also used to awaken the desire to know, to know how to do and to know how to be, encouraging the development of critical thinking and creativity. The vision presented in the report illustrates the questioning of the competences underlying the double profile of teaching, which requires in-depth knowledge of the two educational valences. The experiences lived in a collaborative way constituted a crucial stage in the initial training of teachers with a double profile, giving meaning to the theoretical references and highlighting the requirement that this profession requires.
This document follows the initial training and intends to present the training course developed in the Supervised Educational Practice within the scope of the master's degree in Pre- School Education and Teaching of the 1st Cycle of Basic Education. Therefore, it seeks to mirror the evolution and personal, social and professional construction, in a constructivist process of training throughout the development of the learning carried out and the experiences lived in the contexts of Pre-School Education and 1st Cycle of Basic Education. In that way, we present the knowledge that allowed us to perceive that, methodologically, the child has an active and participatory role in their learning, which was fundamental for the construction of knowledge and learning with more meaning. For this reason, it is imperative to use the Research-Action Methodology approach in the investigative, critical and reflective construction of the future teacher, as it involves a spiral dynamic of observation, planning, action, reflection and evaluation processes, enabling the development of proposals contextualized, diversified and appropriate to the interests and difficulties of children. The Project Work Methodology was also used to awaken the desire to know, to know how to do and to know how to be, encouraging the development of critical thinking and creativity. The vision presented in the report illustrates the questioning of the competences underlying the double profile of teaching, which requires in-depth knowledge of the two educational valences. The experiences lived in a collaborative way constituted a crucial stage in the initial training of teachers with a double profile, giving meaning to the theoretical references and highlighting the requirement that this profession requires.
Description
Keywords
Criança Investigação-ação Perfil duplo Reflexão Metodologia de Trabalho de Projeto Child Research-action Double profile Reflection Project work methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação