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Abstract(s)
O presente documento é fruto de um percurso de formação onde esteve presente a dialogia entre a mobilização de saberes de caráter científico, pedagógico, didático, cultural e investigativo e a prática educativa.
A aproximação à Metodologia de Investigação-Ação contribuiu para a construção de uma atitude profissional reflexiva e investigativa, promovendo a tomada de decisão face à complexidade e singularidade das questões que emergem da prática. Na tentativa de progredir na transformação da educação pela inovação das práticas procurou-se promover propostas pedagógicas e didáticas devidamente contextualizadas partindo dos interesses, necessidades e dificuldades das crianças, elas que são o centro do processo educativo. Inscritas num paradigma socioconstrutivista levaram-se a cabo pedagogias participativas, como a Metodologia de Trabalho de Projeto.
Para o processo educativo da criança concorreram diferentes atores educativos considerados ao longo da prática educativa, valorizando o contributo da relação escola-família, bem como da comunidade. O trabalho colaborativo estabelecido, potenciador de uma coconstrução de saberes, fomentou o desenvolvimento de competências socioprofissionais e pessoais da futura docente.
Por último, estimando o princípio da aprendizagem ao longo da vida, a problematização fundamentada e reflexiva da prática presente neste Relatório de Estágio fomentou o desenvolvimento de competências para a docência na Educação Pré-Escolar e ensino do 1.º Ciclo do Ensino Básico, perfil duplo que exige um conhecimento aprofundado sobre as duas valências educativas.
This document is the result of a training process in which there was a dialogue between the mobilization of scientific, pedagogical, didactic, cultural and investigative knowledge and an educational practice. The approach to the Methodology Investigation-Action as an investigative methodology contributed to the construction of a reflective and investigative professional attitude, promoting decision making in view of the complexity and uniqueness of the issues that emerge from practice. In an attempt to make progress in the transformation of education through the innovation of practices, we tried to promote pedagogical and didactic proposals properly contextualized based on the children´s interests, needs and difficulties, who are the center of the educational process. Inscribed in a socio-constructivist paradigm, participatory pedagogies were carried out, such as the Methodology of Work by Project. For the educational process of the child, different educational actors participate throughout the educational practice, valuing the contribution of the school-family relationship, as well as the community. The development of socio-professional and personal skills of the future teacher was also possible thanks to the collaborative work that enhanced a co-construction of knowledge. Finally, estimating the principle of lifelong learning, the reasoned and reflective problematization of the practice present in this Internship Report has already contributed to the development of teaching skills in Pre-School Education and 1st Cycle Education Basic teaching, a double profile that requires a deep knowledge of the two educational levels.
This document is the result of a training process in which there was a dialogue between the mobilization of scientific, pedagogical, didactic, cultural and investigative knowledge and an educational practice. The approach to the Methodology Investigation-Action as an investigative methodology contributed to the construction of a reflective and investigative professional attitude, promoting decision making in view of the complexity and uniqueness of the issues that emerge from practice. In an attempt to make progress in the transformation of education through the innovation of practices, we tried to promote pedagogical and didactic proposals properly contextualized based on the children´s interests, needs and difficulties, who are the center of the educational process. Inscribed in a socio-constructivist paradigm, participatory pedagogies were carried out, such as the Methodology of Work by Project. For the educational process of the child, different educational actors participate throughout the educational practice, valuing the contribution of the school-family relationship, as well as the community. The development of socio-professional and personal skills of the future teacher was also possible thanks to the collaborative work that enhanced a co-construction of knowledge. Finally, estimating the principle of lifelong learning, the reasoned and reflective problematization of the practice present in this Internship Report has already contributed to the development of teaching skills in Pre-School Education and 1st Cycle Education Basic teaching, a double profile that requires a deep knowledge of the two educational levels.
Description
Keywords
Criança Socioconstrutivismo Trabalho Colaborativo Desenvolvimento Profissional Child Socialconstructivism Collaborative Work Professional Development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação