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Authors
Abstract(s)
O presente documento permite a profissionalização para um perfil duplo docente evidenciando o percurso formativo, investigatório e prático desenvolvido em contexto de Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Ao longo da Prática Educativa Supervisionada procurou-se desenvolver práticas educativas sustentadas na metodologia de investigação-ação e numa perspetiva socioconstrutivista, assente na articulação da teoria com a prática, centrando-se na construção ativa e contextualizada das aprendizagens. Assim sendo, procurou-se realizar práticas para e com a comunidade educativa e as famílias, reconhecendo o seu papel no desenvolvimento das crianças. Além disso, pretendeu-se promover aprendizagens significativas que permitissem atingir os objetivos previstos nos documentos orientadores curriculares da prática educativa, assegurando a intencionalidade pedagógica e a adequação às necessidades e interesses das crianças. Espelha-se, também, uma constante reflexão acerca das práticas educativas, que sustentam e alicerçam todo o processo de construção de uma identidade profissional. Ademais, todo este processo evolutivo e construtivista teve na sua génese o trabalho colaborativo entre pares e profissionais de diferentes áreas que potenciaram o enriquecimento da prática e da construção de conhecimento.
This document allows for the professionalisation of a dual teacher profile, highlighting the training, research and practice developed in the context of Pre-School Education and Primary School Teaching. Throughout the Supervised Educational Practice, the aim was to develop educational practices based on action-research methodology and a socioconstructivist perspective, making it essential to link theory with practice, focusing on the active and contextualised construction of learning. As such, we sought to carry out practices for and with the educational community and families, recognising their role in children's development. In addition, the aim was to promote meaningful learning that would enable the objectives set out in the curricular guiding documents for educational practice to be achieved, ensuring pedagogical intentionality and adaptation to the children's needs and interests. There was also constant reflection on educational practices, which underpinned the whole process of building a professional identity. What's more, this whole evolutionary and constructivist process was born out of collaborative work among peers and professionals from different areas, which helped to enrich practice and the construction of knowledge.
This document allows for the professionalisation of a dual teacher profile, highlighting the training, research and practice developed in the context of Pre-School Education and Primary School Teaching. Throughout the Supervised Educational Practice, the aim was to develop educational practices based on action-research methodology and a socioconstructivist perspective, making it essential to link theory with practice, focusing on the active and contextualised construction of learning. As such, we sought to carry out practices for and with the educational community and families, recognising their role in children's development. In addition, the aim was to promote meaningful learning that would enable the objectives set out in the curricular guiding documents for educational practice to be achieved, ensuring pedagogical intentionality and adaptation to the children's needs and interests. There was also constant reflection on educational practices, which underpinned the whole process of building a professional identity. What's more, this whole evolutionary and constructivist process was born out of collaborative work among peers and professionals from different areas, which helped to enrich practice and the construction of knowledge.
Description
Keywords
Perfil duplo docente Prática educativa supervisionada Aprendizagens significativas Trabalho colaborativo Dual teacher profile Supervised educational practice Meaningful learning collaborative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence