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Publication
Relatório de Estágio de Ana Catarina Francisco Gonçalves
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| 1.43 MB | Adobe PDF |
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da Unidade Curricular de Prática Educativa Supervisionada, do 2º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, constituindo um requisito fundamental para a profissionalização docente, com foco no desenvolvimento de competências para um perfil duplo. A experiência formativa desenvolvida abrangeu os dois níveis de ensino, promovendo a construção da identidade profissional através da reflexão contínua, do trabalho colaborativo e da articulação entre a teoria e a prática. A prática educativa desenvolvida baseou-se na metodologia de investigação-ação, assente num paradigma socioconstrutivista que privilegia aprendizagens significativas, contextualizadas e centradas na criança. As atividades pedagógicas planificadas e implementadas foram orientadas por ciclos de observação, ação e reflexão, atendendo às necessidades e interesses dos grupos, assegurando a concretização dos princípios estabelecidos nos documentos curriculares orientadores. Destaca-se que as práticas educativas se basearam na utilização de metodologias ativas e de abordagens pedagógicas, destacando a Metodologia de Trabalho de Projeto. Por sua vez, o trabalho colaborativo entre os diferentes agentes educativos, designadamente, crianças, famílias, docentes cooperantes, supervisoras institucionais e o par pedagógico, revelou-se fundamental para o desenvolvimento de práticas educativas intencionais, participativas e inclusivas. A articulação com a comunidade educativa e familiar permitiu a construção de ambientes de aprendizagem ricos e significantes, potenciando o envolvimento ativo de todos no processo educativo. Este relatório reflete, assim, uma experiência educativa intencional, crítica e transformadora, que contribuiu para a formação de uma profissional consciente, participativa e comprometida com a qualidade da educação.
This internship report was elaborated within the Supervised Educational Practice Curriculum Unit of the 2nd year of the Master’s degree in Pre-School Education and Primary School Teaching, and it is a fundamental requirement for teacher professionalisation, with a focus on developing competences for a dual profile. The training experience covered both levels of education, promoting the construction of professional identity through continuous reflection, collaborative work and the articulation of theory and practice. The educational practice was based on the action research methodology, rooted in a social constructivist paradigm, favouring meaningful, contextualised and child-centred learning. The pedagogical activities that were planned and implemented in the teaching process were guided by cycles of observation, action and reflection, taking into account the needs and interests of the groups and ensuring the accomplishment of the principles set out in the guiding curricular documents. It should be emphasized that the educational practices were based on the use of active methodologies and pedagogical approaches, highlighting the Project Work Methodology. In turn, the collaborative work between the different educational agents, namely children, families, co-operating teachers, institutional supervisors and the teaching pair, proved to be fundamental to the development of intentional, participatory and inclusive educational practices. The liaison with the educational and family communities made it possible to build rich and meaningful learning environments, fostering the active involvement of everyone in the educational process. This report reflects, therefore, an intentional, critical and transformative educational experience that has contributed to the development of a professional who is aware, participative and committed to the quality of education.
This internship report was elaborated within the Supervised Educational Practice Curriculum Unit of the 2nd year of the Master’s degree in Pre-School Education and Primary School Teaching, and it is a fundamental requirement for teacher professionalisation, with a focus on developing competences for a dual profile. The training experience covered both levels of education, promoting the construction of professional identity through continuous reflection, collaborative work and the articulation of theory and practice. The educational practice was based on the action research methodology, rooted in a social constructivist paradigm, favouring meaningful, contextualised and child-centred learning. The pedagogical activities that were planned and implemented in the teaching process were guided by cycles of observation, action and reflection, taking into account the needs and interests of the groups and ensuring the accomplishment of the principles set out in the guiding curricular documents. It should be emphasized that the educational practices were based on the use of active methodologies and pedagogical approaches, highlighting the Project Work Methodology. In turn, the collaborative work between the different educational agents, namely children, families, co-operating teachers, institutional supervisors and the teaching pair, proved to be fundamental to the development of intentional, participatory and inclusive educational practices. The liaison with the educational and family communities made it possible to build rich and meaningful learning environments, fostering the active involvement of everyone in the educational process. This report reflects, therefore, an intentional, critical and transformative educational experience that has contributed to the development of a professional who is aware, participative and committed to the quality of education.
Description
Keywords
Criança Investigação-ação Metodologias ativas Prática educativa supervisionada Action research Active methodologies Child Supervised educational practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence