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Authors
Abstract(s)
Com base na investigação produzida nas últimas décadas, o uso da estratégia
que pressupõe a elaboração de um relatório de matriz reflexiva tem vindo a
consolidar-se e a expandir-se. Efetivamente, ao desenvolver competências que
permitem investigar e refletir autonomamente e agir em concordância com os
valores que norteiam a prática, distancia-se de uma prática tecnicista, na qual
se aplicam e reproduzem soluções que alguém já tenha pensando.
Através desta forma de ver a formação, concebendo-a como um campo de
investigação, procurou-se, na Prática Pedagógica Supervisionada (PPS)
desenvolvida nas valências de Educação Pré-Escolar e do 1.º Ciclo do Ensino
Básico, do mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico, diminuir o fosso entre o manancial de conhecimento revelado pela
investigação e as práticas educacionais. Concomitantemente, pretendeu-se
evidenciar o modo pessoal como a formanda foi construindo e reconstruindo o
seu saber profissional.
Assim, o presente relatório compagina as aprendizagens realizadas ao longo
desse período de formação inicial, que foi marcado por uma procura constante
de uma identidade profissional própria, que reconhece a importância, não só da
auto implicação na própria aprendizagem, mas também da presença do outro
como elemento enriquecedor desse processo.
Based on the investigation carried out throughout the last decades, the strategic use that foresees the elaboration of a reflexive matrix report has turned out to be more evident and has expanded, due to the fact that it has developed competences that allow to investigate and reflect by itself and, consequently, act in accordance with the values that guide its practice, and thus becoming distant from a technicist practice in which it is applied and reproduce solutions that someone had already thought of. Through this way of seeing the formation, conceiving it as an investigation field it has been seeked , within the Supervisioned Pedagogic Practice (PPS) developed regarding the Pre-Scholarship and 1st Grade of the Basic Teaching, of the Masters Degree in Pre-Scholar Teaching and the 1st Grade of the Basic Teaching, to shorten the gap between the beginning of knowledge revealed by the research and the educational practices and, at the same time, to make it evident the personal way how the graduated has been constructing and reconstructing her professional knowledge. Thus, the present report englobes the knowledge gathered throughout that period of initial formation, which was a constant seeking for a personal professional identity that reckons the importance, not only in what concerns the self- implication of the learning itself, but also of the other one as a rewarder of this process.
Based on the investigation carried out throughout the last decades, the strategic use that foresees the elaboration of a reflexive matrix report has turned out to be more evident and has expanded, due to the fact that it has developed competences that allow to investigate and reflect by itself and, consequently, act in accordance with the values that guide its practice, and thus becoming distant from a technicist practice in which it is applied and reproduce solutions that someone had already thought of. Through this way of seeing the formation, conceiving it as an investigation field it has been seeked , within the Supervisioned Pedagogic Practice (PPS) developed regarding the Pre-Scholarship and 1st Grade of the Basic Teaching, of the Masters Degree in Pre-Scholar Teaching and the 1st Grade of the Basic Teaching, to shorten the gap between the beginning of knowledge revealed by the research and the educational practices and, at the same time, to make it evident the personal way how the graduated has been constructing and reconstructing her professional knowledge. Thus, the present report englobes the knowledge gathered throughout that period of initial formation, which was a constant seeking for a personal professional identity that reckons the importance, not only in what concerns the self- implication of the learning itself, but also of the other one as a rewarder of this process.
Description
Keywords
Educação Aprendizagem ativa Colaboração Investigação-ação Education Learning Cooperation Investigation-action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação