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Abstract(s)
O percurso de formação inicial docente veiculado pelos Mestrados em ensino
prevê a formação do docente como um agente reflexivo e crítico, numa lógica de
reflexividade, criticidade e emancipação profissional, colocando a investigação
ao serviço da pedagogia. Neste sentido, a (re)construção de competências e
valores é consignada no presente relatório de estágio, que espelha a formação
inicial, nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico,
favorável à construção da identidade docente.
Neste documento destaca-se a mobilização de conhecimentos científicos,
metodológicos e didáticos, aliada ao conhecimento dos contextos educativos,
que foram transportados para a prática educativa numa perspetiva dialógica
entre a teoria e prática, potenciando o desenvolvimento profissional docente,
bem como o desenvolvimento cognitivo e afetivo das próprias crianças. O
paradigma socioconstrutivista da aprendizagem foi sistematicamente
considerado ao nível dos construtos teóricos explanados, bem como ao nível da
ação desenvolvida. Para tal, a metodologia de investigação-ação assumiu-se o
pilar deste processo de formação, veiculando um compromisso com a visão
transformadora da ação, numa espiral cíclica de observação, planificação, ação
e reflexão.
A problematização da ação, tal como explanada numa fase final deste
relatório, alicerçada num caráter investigativo e reflexivo, evidenciou que as
interações pedagógicas de natureza cooperativa incitaram à criação de práticas
inovadoras, contextualizadas e comprometidas com a significação da
aprendizagem, em ambientes educativos democráticos e democratizantes. Tal
constituiu-se um eixo basilar para o desenvolvimento pessoal e profissional.
The course of initial teacher training conveyed by the Masters in teaching provides the formation of the teacher as a reflective and critical agent, in a logic of reflexivity, criticism and professional emancipation, placing the research in the service of pedagogy. In this sense, the (re)construction of competencies and values is consigned in this internship report, which mirrors the initial formation, in the contexts of Pre-School Education and Primary Education, favorable to the construction of the teaching identity. In this document stands out the mobilization of scientific, methodological and didactical knowledge, allied to the knowledge of the educational contexts, which were transported to the educational practice in a dialogic perspective between theory and practice, increasing the teaching professional development as well as the cognitive and affective development of the children. The socioconstructivist paradigm of learning was systematically considered at the level of the theoretical constructs explained, as well as at the level of the developed action. To this end, the research-action methodology took the pillar of this formation process, serving a commitment to the transforming vision of the action, in a cyclical spiral of observation, planning, action and reflection. The questioning of the action, as explained at a final stage of this report, based on an investigative and reflective character, showed that pedagogical interactions of a cooperative nature urged the creation of innovative practices, contextualized and committed to the meaning of learning in democratic and democratized educational environments. This constitutes a basic axis for personal and professional development
The course of initial teacher training conveyed by the Masters in teaching provides the formation of the teacher as a reflective and critical agent, in a logic of reflexivity, criticism and professional emancipation, placing the research in the service of pedagogy. In this sense, the (re)construction of competencies and values is consigned in this internship report, which mirrors the initial formation, in the contexts of Pre-School Education and Primary Education, favorable to the construction of the teaching identity. In this document stands out the mobilization of scientific, methodological and didactical knowledge, allied to the knowledge of the educational contexts, which were transported to the educational practice in a dialogic perspective between theory and practice, increasing the teaching professional development as well as the cognitive and affective development of the children. The socioconstructivist paradigm of learning was systematically considered at the level of the theoretical constructs explained, as well as at the level of the developed action. To this end, the research-action methodology took the pillar of this formation process, serving a commitment to the transforming vision of the action, in a cyclical spiral of observation, planning, action and reflection. The questioning of the action, as explained at a final stage of this report, based on an investigative and reflective character, showed that pedagogical interactions of a cooperative nature urged the creation of innovative practices, contextualized and committed to the meaning of learning in democratic and democratized educational environments. This constitutes a basic axis for personal and professional development
Description
Keywords
Prática educativa Socioconstrutivismo Reflexão Investigação-ação Educational practice Socioconstructivism Reflection Research-action
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação