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Abstract(s)
O presente relatório de estágio resulta das experiências, vivências e conhecimentos desenvolvidos durante a frequência da Unidade Curricular de Prática Educativa Supervisionada e constitui-se como requisito para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, de acordo com o Decreto-Lei n.º 79/2014, de 14 de maio.
Deste modo, o conhecimento teórico e legal desenvolvido durante a formação inicial, resultado da mobilização de saberes científicos, metodológicos, pedagógicos, sociais e culturais, em articulação com a caracterização fundamentada dos contextos, permitiu descrever, compreender e refletir a prática e construir, paulatinamente, o perfil profissional docente.
O processo formativo assente na metodologia de investigação-ação que contempla quatro etapas fundamentais - observação, planificação, ação e avaliação- decorreu de modo estruturado, colaborativo, reflexivo e assente nas premissas de uma educação de perspetiva construtivista e holística, a qual considera os princípios do saber, saber ser, saber fazer e saber transformar.
Foi essencial que aquando do processo de formação do futuro profissional docente de perfil duplo fossem fomentados o pensamento crítico e reflexivo, a capacidade de observar e de avaliar e, ainda, desenvolvidas competências éticas, sociais e morais que contribuíram para a autonomia profissional, a liberdade e a vida em democracia, com responsabilidade e respeito pelo outro e pelo meio.
This internship report results from the experiences, experiments and knowledge developed during the attendance of the curricular unit of Supervised Educational Practice and constitutes a requirementfor obtaining the master's degree in Pre-School Education and Primary School Teaching, according to Decree-Law no. 79/2014, of 14 May. Thus, the theoretical and legal knowledge developed during initial training, resulting from the mobilization of scientific, methodological, pedagogical, social and cultural knowledge, in conjunction with the reasoned characterization of the contexts, allowed describing, understanding and reflecting the practice and gradually building the professional teaching profile. The training process based on the action-research methodology, which includes four key stages - observation, planning, action, and evaluation - took place in a structured, collaborative, and reflective manner, based on the premises of an education with a constructivist and holistic perspective, which considers the principies of knowing, knowing how to be, knowing how to do and knowing how to transform. lt was essential that during the training process of the future dual-profile professional teacher, criticai and reflective thinking, the ability to observe and evaluate were fostered, and ethical, social and moral skills were developed that contributed to professional autonomy, freedom and life in democracy, with responsibility and respect for others and for the environment.
This internship report results from the experiences, experiments and knowledge developed during the attendance of the curricular unit of Supervised Educational Practice and constitutes a requirementfor obtaining the master's degree in Pre-School Education and Primary School Teaching, according to Decree-Law no. 79/2014, of 14 May. Thus, the theoretical and legal knowledge developed during initial training, resulting from the mobilization of scientific, methodological, pedagogical, social and cultural knowledge, in conjunction with the reasoned characterization of the contexts, allowed describing, understanding and reflecting the practice and gradually building the professional teaching profile. The training process based on the action-research methodology, which includes four key stages - observation, planning, action, and evaluation - took place in a structured, collaborative, and reflective manner, based on the premises of an education with a constructivist and holistic perspective, which considers the principies of knowing, knowing how to be, knowing how to do and knowing how to transform. lt was essential that during the training process of the future dual-profile professional teacher, criticai and reflective thinking, the ability to observe and evaluate were fostered, and ethical, social and moral skills were developed that contributed to professional autonomy, freedom and life in democracy, with responsibility and respect for others and for the environment.
Description
Keywords
Educação Formação inicial docente Socioconstrutivismo Professor reflexivo Education Initial teacher training Socio-constructivism Reflective teacher
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação