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Abstract(s)
O presente relatório emerge do processo desenvolvido no âmbito da Unidade Curricular Prática Educativa Supervisionada (PES), integrada no plano de estudos do Mestrado de Educação Pré-Escolar e 1º Ciclo do Ensino Básico, conforme CREC da Escola Superior de Educação do Porto. Segundo o Decreto-Lei nº 79/2014 de 14 de maio, é considerado como um requisito essencial para a obtenção do grau de Mestre. Assim, a PES potenciou a construção da identidade profissional docente de perfil duplo, uma mais-valia para a criança dado se tratar de um perfil integrado.
Será apresentado o percurso formativo da Mestranda na PES e a sua atitude crítico-reflexiva e ética em relação aos desafios que encontrou, como uma narrativa que faz desabrochar o docente para a profissão. Relevou-se a mobilização de referentes teóricos e normativos legais que sustentaram a prática educativa, a aproximação à Metodologia de Investigação-Ação promotora de práticas inclusivas e significativas para as crianças e de uma transformação da profissionalidade docente.
A PES ocorreu sob uma perspetiva socioconstrutivista, favorecendo e contribuindo para um saber coconstruído com a díade, o professor cooperante, o supervisor institucional, a família e a comunidade em geral. A escuta das partilhas feitas por esses profissionais, com mais experiência, marcou o trajeto realizado e contribuiu para uma formação mais rica e sólida.
Em suma, a PES contribuiu para o desenvolvimento de competências que envolvem as dimensões profissional, social e ética, a participação na escola e de relação com a comunidade, formando um docente qualificado para o exercício da profissão.
This document emerges from the process developed within the range of the Curricular Unit Supervised Educational Practice (PES), integrated in the study plan of the Master Degree in Pre-School Education and 1st Cycle of Basic Education (Primary School), according to CREC of the Escola Superior de Educação do Porto. According to Decree-Law nº 79/2014 of May 14, it is considered an essential requirement for obtaining a Master's degree. Thus, the PES potentiated the construction of a dual profile teaching professional identity, an added value for the child, given that it is an integrated profile. The Master's student's training path in PES will be presented and her critical-reflexive and ethical attitude towards the challenges she encountered, as a narrative that makes the teacher blossom for the profession. The mobilization of theoretical references and legal norms that supported the educational practice, the approach to the Research-Action Methodology that promotes inclusive and meaningful practices for children and a transformation of teaching professionalism was highlighted. The PES took place under a socio-constructivist perspective, favouring and contributing to a knowledge co-constructed with the duet, the cooperating teacher, the institutional supervisor, the family and the community in general. Listening to the sharing made by these professionals, with more experience, marked the path taken and contributed to a richer and more solid training. In short, PES contributed to the development of skills involving the professional, social and ethical scopes, participation in school and relationship with the community, forming a qualified teacher for the exercise of the profession.
This document emerges from the process developed within the range of the Curricular Unit Supervised Educational Practice (PES), integrated in the study plan of the Master Degree in Pre-School Education and 1st Cycle of Basic Education (Primary School), according to CREC of the Escola Superior de Educação do Porto. According to Decree-Law nº 79/2014 of May 14, it is considered an essential requirement for obtaining a Master's degree. Thus, the PES potentiated the construction of a dual profile teaching professional identity, an added value for the child, given that it is an integrated profile. The Master's student's training path in PES will be presented and her critical-reflexive and ethical attitude towards the challenges she encountered, as a narrative that makes the teacher blossom for the profession. The mobilization of theoretical references and legal norms that supported the educational practice, the approach to the Research-Action Methodology that promotes inclusive and meaningful practices for children and a transformation of teaching professionalism was highlighted. The PES took place under a socio-constructivist perspective, favouring and contributing to a knowledge co-constructed with the duet, the cooperating teacher, the institutional supervisor, the family and the community in general. Listening to the sharing made by these professionals, with more experience, marked the path taken and contributed to a richer and more solid training. In short, PES contributed to the development of skills involving the professional, social and ethical scopes, participation in school and relationship with the community, forming a qualified teacher for the exercise of the profession.
Description
Keywords
Prática educativa supervisionada Metodologias ativas Investigação-ação Crianças Docente de perfil duplo Supervised educational practice Active methodologies Action-research Children Dual profile teacher
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação