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Relatório de Estágio de Gabriela Augusto Pessoa
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 15.02 MB | Adobe PDF |
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Abstract(s)
Este relatório de estágio integra-se no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, conferindo habilitação profissional para o exercício de um perfil duplo docente. O percurso formativo desenvolvido no contexto da unidade curricular Prática Educativa Supervisionada foi orientado pela metodologia de Investigação-Ação, integrando uma perspetiva socioconstrutivista que valorizou práticas centradas na criança, promotoras de aprendizagens significativas e de uma Educação Inclusiva. A intervenção pedagógica teve como referenciais as Orientações Curriculares para a Educação Pré-Escolar, o Perfil dos Alunos à Saída da Escolaridade Obrigatória e as
Aprendizagens Essenciais. Realizado em díade, o estágio decorreu em contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, evidenciando a importância do trabalho colaborativo entre pares e com a equipa pedagógica. A prática refletiu uma intencionalidade educativa sustentada na Metodologia de Trabalho de Projeto e na Aprendizagem Cooperativa, favorecendo o envolvimento ativo da criança na construção do conhecimento, bem como a articulação com as famílias e a comunidade, numa lógica de coeducação. A construção da identidade profissional foi alicerçada numa reflexão contínua, integrando teoria e prática numa lógica de desenvolvimento profissional. Este percurso evidenciou o papel transformador do docente enquanto agente mediador do conhecimento, da inclusão e da cidadania.
This internship report is part of the Master's Degree in Pre-School Education and Primary Education, granting professional qualification for the exercise of a dual teaching profile. The training path developed within the curricular unit Supervised Educational Practice was guided by the Action Research methodology, within a socioconstructivist perspective that valued child centred practices, promoting meaningful learning and Inclusive Education. The pedagogical intervention was grounded in the Curricular Guidelines for Pre-School Education, the Student Profile by the End of Compulsory Schooling, and the Essential Learning Outcomes. Carried out in dyad, the internship took place in both Pre-School and Primary Education settings, highlighting the importance of collaborative work among peers and with the teaching team. The practice reflected an educational intentionality based on the Project-Based Learning Methodology and Cooperative Learning, encouraging the active involvement of children in the construction of knowledge, as well as close cooperation with families and the community, within a co-education framework. The development of professional identity was anchored in continuous reflection, integrating theory and practice within a logic of professional growth. This journey highlighted the transformative role of the teacher as a mediating agent of knowledge, inclusion, and citizenship.
This internship report is part of the Master's Degree in Pre-School Education and Primary Education, granting professional qualification for the exercise of a dual teaching profile. The training path developed within the curricular unit Supervised Educational Practice was guided by the Action Research methodology, within a socioconstructivist perspective that valued child centred practices, promoting meaningful learning and Inclusive Education. The pedagogical intervention was grounded in the Curricular Guidelines for Pre-School Education, the Student Profile by the End of Compulsory Schooling, and the Essential Learning Outcomes. Carried out in dyad, the internship took place in both Pre-School and Primary Education settings, highlighting the importance of collaborative work among peers and with the teaching team. The practice reflected an educational intentionality based on the Project-Based Learning Methodology and Cooperative Learning, encouraging the active involvement of children in the construction of knowledge, as well as close cooperation with families and the community, within a co-education framework. The development of professional identity was anchored in continuous reflection, integrating theory and practice within a logic of professional growth. This journey highlighted the transformative role of the teacher as a mediating agent of knowledge, inclusion, and citizenship.
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Keywords
Aprendizagem cooperativa Educação inclusiva Metodologia investigaçãoação Metodologia de trabalho de projeto Prática educativa supervisionada Cooperative learning Inclusive education Action research methodology Projectbased learning methodology Supervised educational practice
Pedagogical Context
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CC License
Without CC licence