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Authors
Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática Educativa Supervisionada, integrante do 2.º ano do plano de estudos do Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB). Esta unidade curricular traduz-se num estágio de natureza profissional que foi objeto de relatório final. A presente produção escrita reflete o processo formativo desenvolvido ao longo das etapas de colaboração, observação, planificação, ação e reflexão, integradas nos dois níveis educativos, possibilitando o desenvolvimento de um perfil de formação adequado ao exercício da atividade profissional na educação de infância e no 1.º CEB, assente em competências de análise crítica e capacidade de investigação, intervenção e aprendizagem ao longo da vida. Espelha, assim, a formação de um duplo perfil da docência com base em saberes científicos, pedagógicos, didáticos, culturais, experienciais e de investigação na prática educativa, numa visão constante de inclusão e equidade, possibilitando dar resposta à diversidade dos atores e, consequentemente, ao desenvolvimento holístico das crianças. Neste processo, releva-se a Metodologia de Investigação-Ação e o processo colaborativo em díade de formação que permitiram a construção dos saberes profissionais, fomentando o semear e o transformar a educação numa era em mudança. A identidade de um docente constrói-se numa contínua formação que se sustenta nos saberes que fundamentam a prática, nas condições e nos contextos onde a mesma é realizada, numa constante articulação e interação com todos os intervenientes do processo educativo.
This report arises within the curricular unit "Supervised Educational Practice", subject of the 2nd year of the Master's degree study plan in Pre-School Education (EPE) and Teaching of the 1st Cycle of Basic Education (1ºCEB). This curricular unit is materialized into a professional internship that has been the subject of this report. This written piece reflects the educational formative process developed along the different stages of collaboration, observation, planning, action and reflection, integrated in both educational levels, allowing the development of an adequate thorough profile to exercise professionally childhood education and the 1st CEB activities, founded on critical analysis skills and research capacity, involvement and lifelong learning. This report considers the improvement of a dual teaching profile based on scientific, pedagogical, didactic, cultural, experiential and research knowledge in educational practice, following a wide continuous view of inclusion and equity, in a way that enables the response to the diversity of actors and, consequently, to the holistic and complete development of children. Within this process, the Methodology of Research-Action and the dyad collaborative formative process are broached up to discussion, as main topics that allow the construction of professional knowledge, fostering the interest of transforming education into a changing age. The identity of a teacher is developed and it growths by a continuous daily constructive process, based on the knowledge that underlies the practice, as well as the conditions and the contexts where it is performed, in a constant interface and interaction with all the actors part of the educational process.
This report arises within the curricular unit "Supervised Educational Practice", subject of the 2nd year of the Master's degree study plan in Pre-School Education (EPE) and Teaching of the 1st Cycle of Basic Education (1ºCEB). This curricular unit is materialized into a professional internship that has been the subject of this report. This written piece reflects the educational formative process developed along the different stages of collaboration, observation, planning, action and reflection, integrated in both educational levels, allowing the development of an adequate thorough profile to exercise professionally childhood education and the 1st CEB activities, founded on critical analysis skills and research capacity, involvement and lifelong learning. This report considers the improvement of a dual teaching profile based on scientific, pedagogical, didactic, cultural, experiential and research knowledge in educational practice, following a wide continuous view of inclusion and equity, in a way that enables the response to the diversity of actors and, consequently, to the holistic and complete development of children. Within this process, the Methodology of Research-Action and the dyad collaborative formative process are broached up to discussion, as main topics that allow the construction of professional knowledge, fostering the interest of transforming education into a changing age. The identity of a teacher is developed and it growths by a continuous daily constructive process, based on the knowledge that underlies the practice, as well as the conditions and the contexts where it is performed, in a constant interface and interaction with all the actors part of the educational process.
Description
Keywords
Identidade profissional docente Investigação-ação Prática de ensino supervisionada Perfil duplo de docência Professional teaching identity Investigation Supervised teaching Dual teaching profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação