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Authors
Abstract(s)
O presente relatório de estágio surge como um documento cujo propósito é
a apresentação e reflexão sobre o desenvolvimento pessoal e profissional ao
longo da Prática Educativa Supervisionada desenvolvida nos dois níveis
educativos, no âmbito do Mestrado em Educação Pré-Escola e 1.º Ciclo do
Ensino Básico.
A Prática Educativa Supervisionada foi orientada segundo o processo cíclico
da metodologia de investigação-ação: observação, planificação, ação, reflexão
e avaliação, enquadrada no paradigma socio construtivista, implementado de
forma flexível, com o intuito de articular e inovar a prática docente. Neste
sentido as crianças foram o constante foco das práticas desenvolvidas, o que se
traduziu no planeamento de atividades adequadas às particularidades de cada
grupo.
Desta forma, foi possível construir uma prática significativa e
contextualizada, baseada nos quadros teóricos e concetuais e numa
cooperação de saberes profissionais e reflexivos entre o par pedagógico e as
supervisoras institucionais, com o propósito de promover uma formação de
qualidade e uma prática inclusiva e equitativa.
The following internship report emerges like a document which purpose is the presentation and reflection on the personal and professional development throughout the Supervised Pedagogical Practice developed on both education levels, during the Master’s degree in Pre-School Education and First Cycle of Basic Education. The Supervised Pedagogical Practice was supported according the cyclical processes of the investigation-action methology: observation, planning, action, reflection and evaluation, fitted on the socio-constructivist paradigm, implemented in a flexible way, in order to articulate and innovate the teaching practice. In this sense, the children were the constant focus of the developed practices, which is shown through the planning of activities appropriate to the particularities of each group. Thus, was possible to build a significant and contextualized practice, based on the theoretical and conceptual frameworks, on a cooperation of professional and reflexive knowledge between the pedagogical pair and the institutional supervisors, with the purpose to promote a quality formation and an inclusive and equitable practice.
The following internship report emerges like a document which purpose is the presentation and reflection on the personal and professional development throughout the Supervised Pedagogical Practice developed on both education levels, during the Master’s degree in Pre-School Education and First Cycle of Basic Education. The Supervised Pedagogical Practice was supported according the cyclical processes of the investigation-action methology: observation, planning, action, reflection and evaluation, fitted on the socio-constructivist paradigm, implemented in a flexible way, in order to articulate and innovate the teaching practice. In this sense, the children were the constant focus of the developed practices, which is shown through the planning of activities appropriate to the particularities of each group. Thus, was possible to build a significant and contextualized practice, based on the theoretical and conceptual frameworks, on a cooperation of professional and reflexive knowledge between the pedagogical pair and the institutional supervisors, with the purpose to promote a quality formation and an inclusive and equitable practice.
Description
Keywords
Investigação-ação Socio construtivismo Criança Prática Educativa Supervisionada Investigation-action Social Constructivism Children Supervised Pedagogical Practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação