| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 19.13 MB | Adobe PDF |
Authors
Abstract(s)
O desenvolvimento do presente relatório surge no âmbito da unidade curricular de Prática Educativa Supervisionada integrada no Mestrado de Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico e visa dar a conhecer a prática pedagógica desenvolvida em ambos os contextos através da análise e da reflexão das ações,viabilizando a habilitação da docência de perfil duplo.
O desenvolvimento profissional do docente de base humanista assenta na compreensão das especificidades de cada nível educativo,nos paradigmas que os unifica e no conhecimento e respeito pelas características dos contextos educativos. À vista disso, o percurso apresentado neste relatório permitiu a mobilização de referenciais teóricos e legais que contribuíram para a concretização de práticas educativas fundamentadas. Ademais, numa procura constante de respostas que possibilitem uma intervenção mais adequada mediante os interesses,fragilidades e necessidades das crianças concretizou-se o desenvolvimento de uma aproximação à
Metodologia de Investigação-Ação que permitiu a construção de uma identidade profissional
assente numa atitude indagadora e reflexiva, devido ao seu carácter cíclico de observação, planificação, ação e reflexão.
Assim, neste documento encontra-se espelhado o esforço de desenvolver uma prática que permitisse e valorizasse uma aprendizagem para o desenvolvimento holístico da criança, destacando-se a promoção da flexibilidade,afetividade e participação democrática.
The development of this report arises under the curricular unit of Supervised Educative Practice integrated in the Master's Degree in Pre-school and 1 st Levei of Basic Education and aims to expose the pedagogical practice developed in both contexts through the analysis and reflection of actions,enabling the qualification of double profile teacher. The professional development of the humanistic-based teacher is supported on the understanding of the specificities of each educationallevel, on the paradigms that unify them,and on the knowledge and respect for the characteristics of the educational contexts. Therefore, the journey presented in this report allowed the mobilization of theoretical and legal references that contributed to the implementation of well-founded educational practices. Furthermore, in a constant search for answers that enable a more effective intervention according to the interests, vulnerabilities and needs of the children, the development of an approach to Action-Research Methodology was accomplished, which allowed the construction of a professional identity based on an inquiring and reflective attitude,dueto its cyclicalnature of observation,planning,action and reflection. Thus, this document reflects the effort to develop a practice that allowed and valued learning for the holistic development of the child, highlighting the promotion of flexibility, affectivity and democratic participation.
The development of this report arises under the curricular unit of Supervised Educative Practice integrated in the Master's Degree in Pre-school and 1 st Levei of Basic Education and aims to expose the pedagogical practice developed in both contexts through the analysis and reflection of actions,enabling the qualification of double profile teacher. The professional development of the humanistic-based teacher is supported on the understanding of the specificities of each educationallevel, on the paradigms that unify them,and on the knowledge and respect for the characteristics of the educational contexts. Therefore, the journey presented in this report allowed the mobilization of theoretical and legal references that contributed to the implementation of well-founded educational practices. Furthermore, in a constant search for answers that enable a more effective intervention according to the interests, vulnerabilities and needs of the children, the development of an approach to Action-Research Methodology was accomplished, which allowed the construction of a professional identity based on an inquiring and reflective attitude,dueto its cyclicalnature of observation,planning,action and reflection. Thus, this document reflects the effort to develop a practice that allowed and valued learning for the holistic development of the child, highlighting the promotion of flexibility, affectivity and democratic participation.
Description
Keywords
Criança Desenvolvimento holístico Docente perfil duplo Prática educativa Child Holistic Development Double profile teacher Educative practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação