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Authors
Abstract(s)
O presente relatório visa apresentar reflexivamente as ações pedagógicas desenvolvidas ao longo da Prática Educativa Supervisionada, integrada na formação inicial de professores, nomeadamente no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, tratando-se de um documento que visa a profissionalização para um perfil duplo docente, de acordo com o Decreto-Lei 79/2014, de 14 de maio.
O documento apresenta duas dimensões essenciais, que se articulam na fundamentação da ação pedagógica desenvolvida, estando sempre na sua base a Metodologia de Investigação-Ação e os paradigmas socio construtivistas que priorizam a criança no centro da sua aprendizagem, sendo eles: os referentes teóricos e legais que norteiam não só a prática educativa, como também refletem sobre e justificam a aplicabilidade de algumas metodologias; e o contexto que está na base das opções pedagógicas adotadas tendo sempre em vista a promoção de aprendizagens significativas ajustadas às necessidades, interesses, motivações e dificuldades das crianças.
Face às problemáticas sinalizadas na observação sistemática e assente nos referentes teóricos que as abordam, este relatório permite descrever reflexivamente o trabalho colaborativo desenvolvido com o par pedagógico e com a comunidade educativa na promoção de estratégias de envolvimento da família e da comunidade que visaram a construção de aprendizagens envolventes e significativas de caráter não só curricular, mas também socioemocional.
Ao longo da narrativa evidencia-se a importância das diferentes fases de reflexão que acompanharam todo o percurso, não só na elaboração do documento em si, mas também na Prática Educativa Supervisionada e na construção de uma identidade profissional.
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This report aims to reflexively present the pedagogic actions developed during the Supervised Educational Practice, integrated into the initial teachers training, more specifically in the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, being a document that aims to allow professionalisation for a dual teaching profile, according to Decree-Law 79/2014, of 14 May. In this document, two essential dimensions are presented, which are articulated in the foundation of the pedagogical action developed, always based on the Research-Action Methodology and the socio-constructivist paradigms that prioritise the child as the centre of their learning, them being: the theoretical and legal references that guide not only educational practice, but also reflect on and justify the applicability of some methodologies; and the context that underlies the pedagogical options adopted, always with the goal of promoting meaningful learnings adjusted to the needs, interests, motivations and difficulties of the children. Considering the problematics identified during systematic observation and based on the theoretical references that address them, this report provides a reflective description of the collaborative work developed with the pedagogical partner and the educational team to promote family and community involvement strategies aimed at building engaging and meaningful learning that is not only curricular in nature, but also socio emotional. Throughout the narrative, the importance of the distinct phases of reflection that accompanied the entire journey is emphasised, not only in the drafting of the document itself, but also in the Supervised Educational Practice and the construction of a professional identity.
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This report aims to reflexively present the pedagogic actions developed during the Supervised Educational Practice, integrated into the initial teachers training, more specifically in the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, being a document that aims to allow professionalisation for a dual teaching profile, according to Decree-Law 79/2014, of 14 May. In this document, two essential dimensions are presented, which are articulated in the foundation of the pedagogical action developed, always based on the Research-Action Methodology and the socio-constructivist paradigms that prioritise the child as the centre of their learning, them being: the theoretical and legal references that guide not only educational practice, but also reflect on and justify the applicability of some methodologies; and the context that underlies the pedagogical options adopted, always with the goal of promoting meaningful learnings adjusted to the needs, interests, motivations and difficulties of the children. Considering the problematics identified during systematic observation and based on the theoretical references that address them, this report provides a reflective description of the collaborative work developed with the pedagogical partner and the educational team to promote family and community involvement strategies aimed at building engaging and meaningful learning that is not only curricular in nature, but also socio emotional. Throughout the narrative, the importance of the distinct phases of reflection that accompanied the entire journey is emphasised, not only in the drafting of the document itself, but also in the Supervised Educational Practice and the construction of a professional identity.
Description
Keywords
Perfil duplo docente Reflexão Trabalho colaborativo Metodologia de investigação-ação Dual teaching profile Reflection Collaborative work Research-action methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação