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Authors
Abstract(s)
O presente relatório redigido no âmbito da unidade curricular Prática Educativa Supervisionada, incluída no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, espelha o percurso de aprendizagem da futura profissional docente com base num caráter reflexivo e crítico.
Para a construção de uma postura reflexiva denotou-se essencial a utilização da Metodologia de Investigação-Ação em ambos os níveis educativos (Educação Pré-Escolar e 1º Ciclo do Ensino Básico),acompanhando as suas características de natureza cíclica- observação, planificação, ação, reflexão e avaliação, com o objetivo de melhorar e adaptar as práticas consoante a mobilização dos referentes teóricos e legais.
Para além da metodologia de investigação adotada, este documento revela também a importância do paradigma socioconstrutivista que defende que a criança se encontra no epicentro da aprendizagem, uma vez que possui um papel ativo e participativo na construção do seu próprio conhecimento. Assim, de forma a proporcionar-lhe uma aprendizagem holística, salienta-se o trabalho colaborativo assinalado pela cooperação entre o par pedagógico, as orientadoras cooperantes, as supervisoras institucionais e as famílias, contribuindo igualmente para a construção do saber profissional. O docente tem de prosseguir a formação ao longo da sua profissão, atendendo às constantes alterações com que o ensino se depara, de forma a revelar se um agente de mudança e transformação da educação.
Neste âmbito, procurou-se evidenciar a análise, fundamentação e reflexão das ações
pedagógicas desenvolvidas nos dois contextos de estágio, tendo em consideração o contributo da Metodologia de Investigação-Ação para a formação inicial docente.
This essay is written within the course unit of Supervised Teaching Practice, included in the Master's Degree of Preschool and Primary Education, and shapes, critically and reflectively, the learning path of a future teacher. In arder to assume a reflexive approach, it became necessary to adopt a specific methodology: investigation - action in both education stages (preschool and primary education), keeping up with its cyclic nature features- observation,planning, action, reflection and evaluation with the purpose of improving and adapting teaching practices to theoretical and legalreferences. In addition to the chosen methodology, this essay also reveals the importance of the paradigm of social-constructivism, which stands up for the idea that the child is the focus of the learning process, since they have an active and collaborative role in developing their own knowledge. Therefore, in arder to promote an holistic learning, we emphasize the collaborative work performed by the teaching team, the co-operative supervisors, the institutional supervisors and families, which contributed to the development of the profissional performance. Teachers must carry on with life-long learning due to the several changes in education, so that they can become transformation agents as far as education is concerned. Thus, we tried to highlight the analysis, the validity and the reflection about the teaching decisions took in both training experiences, considering the contribution of the lnvestigation - Action methodology to the beginning of the teacher's career.
This essay is written within the course unit of Supervised Teaching Practice, included in the Master's Degree of Preschool and Primary Education, and shapes, critically and reflectively, the learning path of a future teacher. In arder to assume a reflexive approach, it became necessary to adopt a specific methodology: investigation - action in both education stages (preschool and primary education), keeping up with its cyclic nature features- observation,planning, action, reflection and evaluation with the purpose of improving and adapting teaching practices to theoretical and legalreferences. In addition to the chosen methodology, this essay also reveals the importance of the paradigm of social-constructivism, which stands up for the idea that the child is the focus of the learning process, since they have an active and collaborative role in developing their own knowledge. Therefore, in arder to promote an holistic learning, we emphasize the collaborative work performed by the teaching team, the co-operative supervisors, the institutional supervisors and families, which contributed to the development of the profissional performance. Teachers must carry on with life-long learning due to the several changes in education, so that they can become transformation agents as far as education is concerned. Thus, we tried to highlight the analysis, the validity and the reflection about the teaching decisions took in both training experiences, considering the contribution of the lnvestigation - Action methodology to the beginning of the teacher's career.
Description
Keywords
Colaboração Criança Educação Prática educativa supervisionada Collaboration Supervised teaching practice Child Education
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação