| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.51 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio visa a análise e a reflexão da prática educativa
desenvolvida na Educação Pré-Escolar e no ensino do 1.º Ciclo do Ensino
Básico, no âmbito da unidade curricular de Prática Educativa Supervisionada
pertencente ao Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico.
Este documento reflete assim, a mobilização de um quadro teórico e legal que
fundamentou a prática educativa em ambas as valências, bem como o
desenvolvimento de competências profissionais e pessoais essenciais para a
construção do perfil profissional. Considerando os interesses e necessidades das
crianças, adotaram-se diferentes estratégias educativas e processos de ensino e
aprendizagem que fossem ao encontro das especificidades de ambos os grupos,
promovendo aprendizagens significativas.
Ao longo das práticas foi adotado um paradigma socio construtivista,
encarando a criança como um interveniente ativo no seu processo de ensino e
aprendizagem, apoiando-se na metodologia de investigação-ação. Esta
metodologia cíclica integra as fases da observação, planificação, ação, avaliação
e reflexão, possibilitando práticas educativas intencionais, de acordo com as
especificidades dos dois grupos de crianças. A mobilização desta metodologia
possibilitou um olhar crítico, indagador e reflexivo, com vista ao melhoramento
da ação educativa, bem como o desenvolvimento global da criança.
Através de processos de colaboração e reflexão, esta etapa formativa permitiu
a construção de um perfil duplo, constituindo-se assim como o primeiro passo
para a formação/aprendizagem ao longo da vida.
The presente internship report intends to make an analysis and a reflection of educational practice developed in Preschool Education and Elementary School, within the context of the curricular units of Supervised Educational Practice belonging to the Master’s Degree in Preschool Education and 1st Cycle of Basic Education. This document thus reflects the mobilization of a theoretical and legal framework that based the educational practice in both valences, as well as the development of professional and personal skills essential for the construction of the professional profile. Considering the interests and needs of the children, different educational strategies and teaching and learning processes were adopted to meet the specificities of both groups, promoting meaningful learning. Throughout the practices a socio-constructivist paradigm was adopted, considering the child as an active participant in its teaching and learning process, relying on the action-research methodology. This cyclical approach is composed by diferente phases: observation, planification, action, evaluation and reflection, enabling intentional educational practices, according to the specificities of the two groups of children. The mobilization of this methodology enabled a critical, inquiring and reflective look, aimed at improving the pratice, as well as the overall development of the child. Through the processes of collaboration and reflection, this formative stage allowed the student to build a dual profile, constituting thus as the first step in her training/learning throughout life.
The presente internship report intends to make an analysis and a reflection of educational practice developed in Preschool Education and Elementary School, within the context of the curricular units of Supervised Educational Practice belonging to the Master’s Degree in Preschool Education and 1st Cycle of Basic Education. This document thus reflects the mobilization of a theoretical and legal framework that based the educational practice in both valences, as well as the development of professional and personal skills essential for the construction of the professional profile. Considering the interests and needs of the children, different educational strategies and teaching and learning processes were adopted to meet the specificities of both groups, promoting meaningful learning. Throughout the practices a socio-constructivist paradigm was adopted, considering the child as an active participant in its teaching and learning process, relying on the action-research methodology. This cyclical approach is composed by diferente phases: observation, planification, action, evaluation and reflection, enabling intentional educational practices, according to the specificities of the two groups of children. The mobilization of this methodology enabled a critical, inquiring and reflective look, aimed at improving the pratice, as well as the overall development of the child. Through the processes of collaboration and reflection, this formative stage allowed the student to build a dual profile, constituting thus as the first step in her training/learning throughout life.
Description
Keywords
Educação Desenvolvimento profissional Socio construtivismo Investigação-ação Education Professional development Socio construtivist Investigation-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação