| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.73 MB | Adobe PDF |
Authors
Abstract(s)
O presente documento evidencia o percurso de desenvolvimento profissional da mestranda, no âmbito da unidade curricular de Prática Educativa Supervisionada que integra o Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
A prática desenvolvida nas duas valências educativas, na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, mobilizou diversos saberes científicos, didáticos e pedagógicos que sustentaram a ação em conjunto com as características de cada contexto. Neste sentido, procurou-se integrar uma descrição e análise reflexiva sobre a prática, interligando com os conhecimentos teóricos e legais que fundamentaram as decisões tomadas.
Os processos reflexivos efetuados colaborativamente com o par pedagógico, com as orientadoras cooperantes e com as supervisoras institucionais contribuíram não só para o desenvolvimento harmonioso da criança como também para a construção do perfil duplo neste momento de formação inicial.
Tendo em conta a postura investigativa e reflexiva adotada neste processo de formação, realça-se a metodologia de investigação-ação desenrolada em espiral em torno de um ciclo de observação, planificação, ação e reflexão. Esta metodologia contribuiu para o desenvolvimento de práticas centradas na criança, perspetivando o seu desenvolvimento holístico. Assim, importa que a criança tenha um papel ativo na construção do seu conhecimento e que seja entendida como um sujeito com necessidades e interesses que necessitam ser considerados.
The present document bears out the Master Student’s path of professional development, within the field of the Curricular Unit Supervised Educational Practice integrating the Master Course in Pre- School Education and the .-1st cycle of Basic Education. The practice developed in the two educational stages – pre-school and 1st cycle of Basic Education- , has mobilized different scientific, didactic and pedagogical knowledge which has sustained the action carried out in consonance with the characteristics of each context. Accordingly, one has sought to integrate a descriptive and reflexive analysis on the teaching practice, relating the theoretical and legal knowledge which has borne out the decisions taken. The reflexive processes carried out in collaboration with the pedagogical pair, with the cooperating’s supervisors as well as with the institutional supervisors, have contributed not only to a well-balanced development of the child but also to the building up of a double profile in this stage of early training. Bearing in mind the researching and reflexive stance, which has been adopted in this stage of training, one needs to underline the methodology of research-action developed in a spiraling process around observation, planning, action and reflection cycle. This methodology has amounted to the development of practices centered on the child, aiming at a holistic development. Therefore, it is desirable that the child has an active role in the building of his/her knowledge and that he/she should be regarded as a subject whose needs and interests need to be taken into account.
The present document bears out the Master Student’s path of professional development, within the field of the Curricular Unit Supervised Educational Practice integrating the Master Course in Pre- School Education and the .-1st cycle of Basic Education. The practice developed in the two educational stages – pre-school and 1st cycle of Basic Education- , has mobilized different scientific, didactic and pedagogical knowledge which has sustained the action carried out in consonance with the characteristics of each context. Accordingly, one has sought to integrate a descriptive and reflexive analysis on the teaching practice, relating the theoretical and legal knowledge which has borne out the decisions taken. The reflexive processes carried out in collaboration with the pedagogical pair, with the cooperating’s supervisors as well as with the institutional supervisors, have contributed not only to a well-balanced development of the child but also to the building up of a double profile in this stage of early training. Bearing in mind the researching and reflexive stance, which has been adopted in this stage of training, one needs to underline the methodology of research-action developed in a spiraling process around observation, planning, action and reflection cycle. This methodology has amounted to the development of practices centered on the child, aiming at a holistic development. Therefore, it is desirable that the child has an active role in the building of his/her knowledge and that he/she should be regarded as a subject whose needs and interests need to be taken into account.
Description
Keywords
Crianças Educação Investigação-ação Socio Construtivismo Childs Education Action-research Social constructivism
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação