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Abstract(s)
O corrente documento surge no âmbito da Unidade Curricular de Prática Educativa Supervisionada, inserida no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na Escola Superior de Educação do Instituto Politécnico do Porto, com vista à obtenção do grau Mestre, de acordo com o DL n.º 79/2014 (2014). Desta forma, este relatório espelha o a análise, fundamentação e reflexão de todo o percurso formativo desenvolvido pela mestranda, um percurso de construção da identidade profissional, nos contextos educativos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Realçando a importância que os documentos teóricos e legais assumem na orientação da prática docente, este documento manifesta saberes científicos e pedagógicos, culturais e didáticos fundamentais não só para o desenvolvimento de uma boa conduta ética e deontológica, como para proporcionar um conjunto de práticas capazes de serem inovadoras e de dar resposta aos desafios da sociedade do século XXI.
Assim, pautada por uma ação caracterizada pela constante indagação e reflexão, surge a Metodologia de Investigação-Ação que, através da observação, planificação, ação e reflexão, promoveu o desenho de práticas inclusivas e promotoras de aprendizagens significativas. Deste modo, procurou-se sempre a colaboração da comunidade escolar, bem como a adoção de uma postura indagadora e crítica com vista à transformação e melhoria das práticas educativas.
Sustentada pela abordagem investigativa referida, as práticas educativas ilustradas tiveram como alicerce o uso de metodologias ativas, promotoras de aprendizagens significativas e, por isso, impulsionadoras do desenvolvimento holístico e integral do principal agente educativo, a criança.
This document is part of the Curricular Unit of Supervised Educational Practice, part of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Porto, with a view to obtaining a Master's Degree, in accordance with DL n.º 79/2014 (2014). In this way, this report reflects the analysis, rationale and reflection of the entire training path developed by the master's student, a path of building professional identity, in the educational contexts of Pre-School Education and 1st Cycle of Basic Education. Emphasising the importance of theoretical and legal documents in guiding teaching practice, this document demonstrates scientific, pedagogical, cultural and didactic knowledge that is fundamental not only for developing good ethical and deontological conduct, but also for providing a set of practices that are capable of being innovative and responding to the challenges of 21st century society. Thus, guided by an action characterised by constant enquiry and reflection, the Action Research Methodology emerged which, through observation, planning, action and reflection, promoted the design of inclusive practices that promote meaningful learning. In this way, the collaboration of the school community was always sought, as well as the adoption of an enquiring and critical stance with a view to transforming and improving educational practices. Supported by the aforementioned investigative approach, the educational practices illustrated were based on the use of active methodologies, which promote meaningful learning and, therefore, foster the holistic and integral development of the main educational agent, the child.
This document is part of the Curricular Unit of Supervised Educational Practice, part of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Porto, with a view to obtaining a Master's Degree, in accordance with DL n.º 79/2014 (2014). In this way, this report reflects the analysis, rationale and reflection of the entire training path developed by the master's student, a path of building professional identity, in the educational contexts of Pre-School Education and 1st Cycle of Basic Education. Emphasising the importance of theoretical and legal documents in guiding teaching practice, this document demonstrates scientific, pedagogical, cultural and didactic knowledge that is fundamental not only for developing good ethical and deontological conduct, but also for providing a set of practices that are capable of being innovative and responding to the challenges of 21st century society. Thus, guided by an action characterised by constant enquiry and reflection, the Action Research Methodology emerged which, through observation, planning, action and reflection, promoted the design of inclusive practices that promote meaningful learning. In this way, the collaboration of the school community was always sought, as well as the adoption of an enquiring and critical stance with a view to transforming and improving educational practices. Supported by the aforementioned investigative approach, the educational practices illustrated were based on the use of active methodologies, which promote meaningful learning and, therefore, foster the holistic and integral development of the main educational agent, the child.
Description
Keywords
Investigação-Ação Metodologias ativas Prática educativa supervisionada Trabalho colaborativo e cooperativo Action research Active methodologies Supervised educational practice Collaborative and co-operative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação