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Authors
Abstract(s)
O presente relatório de estágio espelha o processo de formação da Prática Educativa
Supervisionada, unidade curricular que se encontra no 2.º ano de estudos do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, para a obtenção do grau de mestre,
habilitando para um perfil duplo de formação. Este documento sintetiza o percurso e as ações
desenvolvidos nos contextos educativos das PES, sustentados por referenciais teóricos e
normativos que fundamentaram as práticas educativas.
Ao longo deste documento é revelada uma postura crítica e reflexiva, no qual se recorreu à
Metodologia de Investigação-Ação no decorrer de todo o processo, procurando passar por todas
as fases da metodologia: observação, planificação, ação e reflexão. Durante as ações
pedagógicas desenvolvidas foram privilegiadas práticas educativas no qual a criança foi a
construtora do seu próprio conhecimento, através de atividades que promovessem o trabalho
cooperativo e colaborativo numa articulação de saberes, recorrendo à Metodologia de Trabalho
de Projeto.
Importa, ainda, destacar a importância do trabalho cooperativo e colaborativo entre a díade, as
supervisoras e orientadoras, os docentes cooperantes, as auxiliares, as famílias e, acima de tudo,
as crianças, que possibilitaram interações, momentos de partilha, de troca de experiências e
novas aprendizagens, que contribuíram para o crescimento pessoal e profissional.
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This internship report reflects the training process undertaken during the Supervised Educational Practice (PES), a curricular unit in the second year of the Master's in Preschool Education and Primary School Teaching. The successful completion of this unit leads to the attainment of a master’s degree, qualifying for a dual-profile certification. This document synthesizes the trajectory and actions developed within the PES educational contexts, grounded in theoretical and normative frameworks that supported the educational practices. Throughout this report, a critical and reflective stance is evident, guided by the Action-Research Methodology employed throughout the process. This approach adhered to all phases of the methodology: observation, planning, action, and reflection. During the pedagogical activities, emphasis was placed on educational practices where the child acted as the primary agent of their own learning. This was achieved through activities designed to promote cooperative and collaborative work, integrating diverse areas of knowledge and employing the Project-Based Work Methodology. It is also essential to highlight the importance of cooperative and collaborative work among all stakeholders involved: the internship dyad, supervisors and mentors, cooperating teachers, assistants, families, and, most importantly, the children. These interactions fostered opportunities for sharing, exchanging experiences, and acquiring new knowledge. Such moments significantly contributed to both personal and professional growth, enriching the overall learning experience.
.
This internship report reflects the training process undertaken during the Supervised Educational Practice (PES), a curricular unit in the second year of the Master's in Preschool Education and Primary School Teaching. The successful completion of this unit leads to the attainment of a master’s degree, qualifying for a dual-profile certification. This document synthesizes the trajectory and actions developed within the PES educational contexts, grounded in theoretical and normative frameworks that supported the educational practices. Throughout this report, a critical and reflective stance is evident, guided by the Action-Research Methodology employed throughout the process. This approach adhered to all phases of the methodology: observation, planning, action, and reflection. During the pedagogical activities, emphasis was placed on educational practices where the child acted as the primary agent of their own learning. This was achieved through activities designed to promote cooperative and collaborative work, integrating diverse areas of knowledge and employing the Project-Based Work Methodology. It is also essential to highlight the importance of cooperative and collaborative work among all stakeholders involved: the internship dyad, supervisors and mentors, cooperating teachers, assistants, families, and, most importantly, the children. These interactions fostered opportunities for sharing, exchanging experiences, and acquiring new knowledge. Such moments significantly contributed to both personal and professional growth, enriching the overall learning experience.
Description
Keywords
Investigação-ação Metodologia de Trabalho de Projeto Perfil duplo Prática educativa supervisionada Action research Dual profile Project-based work methodology Supervised educational practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação