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Authors
Abstract(s)
O presente relatório de estágio espelha a formação desenvolvida em contexto de ação no âmbito da Prática Educativa Supervisionada em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico, com vista à obtenção do grau de mestre que habilita para a docência nos dois níveis educativos.
Neste documento destacam-se os referenciais legais e teóricos caraterísticos dos dois níveis educativos que se mobilizam e articulam com o conhecimento das caraterísticas particulares das crianças e dos contextos para potenciarem uma prática educativa adequada, criativa e significativa para o desenvolvimento das crianças e da futura profissional. Assim, inscreveu-se a prática educativa no paradigma construtivista, no qual a criança se encontra no epicentro da ação, desempenhando um papel ativo na construção do seu conhecimento ao ter a oportunidade de ser escutada e valorizada.
O processo de formação profissional sustentou-se numa aproximação da metodologia de investigação-ação que devido às suas caraterísticas de uma espiral cíclica e dinâmica de observação, planificação, ação e reflexão permitiu à futura docente uma atitude investigativa, crítica e reflexiva que conduziu a práticas inovadoras e transformadoras. Assim, preconizaram-se vivências e experiências em ambientes educativos e democráticos pautados por dinâmicas de colaboração e de cooperação entre todos os intervenientes educativos e formativos ao longo deste ciclo de estudos.
The following internship report presents the developed training in context of action in regards to the Supervised Educational Practice, related to Preschool Education and the 1st Cycle of Basic Education, with the aim to obtain the Master's Degree that enables teaching in both educational levels. In this document, the legal and theoretical benchmarks of both educational levels are highlighted, which mobilize and articulate with the knowledge of the specific characteristics of the children with the contexts of strengthening of an adequate educational practise, creative and significant for the children's and future professional's development. Thus, the educational practise was inserted in the constructivist paradigm, in which the child is the action's epicentre, playing an active role in the construction of their own knowledge and with the opportunity to be heard and valued. The professional training process was based in an approximation of the investigation-action methodology that, due to its characteristics of a cyclic spiral and an observation, planning, action and reflection dynamic, provided to the future teacher an investigative, critical and reflective attitude, which resulted in transformational and innovative practises. In conclusion, perceptions and experiences in educational and democratic environments were proposed, marked by collaboration and cooperation dynamics among all educational and training participants through this study cycle.
The following internship report presents the developed training in context of action in regards to the Supervised Educational Practice, related to Preschool Education and the 1st Cycle of Basic Education, with the aim to obtain the Master's Degree that enables teaching in both educational levels. In this document, the legal and theoretical benchmarks of both educational levels are highlighted, which mobilize and articulate with the knowledge of the specific characteristics of the children with the contexts of strengthening of an adequate educational practise, creative and significant for the children's and future professional's development. Thus, the educational practise was inserted in the constructivist paradigm, in which the child is the action's epicentre, playing an active role in the construction of their own knowledge and with the opportunity to be heard and valued. The professional training process was based in an approximation of the investigation-action methodology that, due to its characteristics of a cyclic spiral and an observation, planning, action and reflection dynamic, provided to the future teacher an investigative, critical and reflective attitude, which resulted in transformational and innovative practises. In conclusion, perceptions and experiences in educational and democratic environments were proposed, marked by collaboration and cooperation dynamics among all educational and training participants through this study cycle.
Description
Keywords
Construtivismo Investigação-Ação Trabalho Colaborativo Reflexão Constructivism Investigation-Action Collaborative Work Reflection
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação