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Abstract(s)
O presente Relatório de Estágio aduz o processo educativo efetivado em contexto da prática
pedagógica desenvolvida nas valências de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico,
com vista a espelhar as aprendizagens dele decorridas. Concomitantemente, ambiciona alcançar a
habilitação da mestranda para a docência de duplo perfil.
Sob a égide da Metodologia de Investigação-Ação, foi sendo edificada a identidade profissional
docente, desencadeada pelo cíclico processo de interação, culminando na concretização de práticas
pedagógicas com sentido e significado (Malaguzzi, 1993; 1994), pelo que continuamente se mobilizou
um quadro teórico-legal e didático-metodológico, sustentando as opções tomadas, fruto da
investigação preconizada (Stenhouse, 1998).
Assim, enfatiza-se o perfil de carácter humanista, no qual a criança norteia o seu percurso
formativo, sendo o adulto um facilitador da aprendizagem e, a par disso, o enorme contributo da
Metodologia de Trabalho por Projeto, onde crianças e adultos aprendem, trabalham
cooperativamente e em prol de um objetivo comum, tal como acontece na sociedade quotidiana e se
ilustrou no estágio curricular, com a colaboração entre os agentes educativos, na construção de
dinâmicas pedagógicas com e para as crianças. Deste modo, exulta-se o desenvolvimento dos pilares
educativos de Delors (1996), sobressaindo o aprender a ser, ao invés do preconizado no ensino dito
tradicional (Oliveira-Martins et al., 2016).
Neste seguimento se depreende que a mestranda reconhece que é através da práxis
pedagógica, aliada à investigação e prática contextual que se constroem os alicerces de uma
identidade profissional, elucidando que está em si patente que se enceta o início de um percurso
formativo perene e infindável.
This Internship Report presents the educational process carried out in the context of the pedagogical practice developed in the Pre-School Education and Teaching in the 1st Cycle of Basic Education, aspiring to reflect the learning that took place there. At the same time, it aims to qualify the master's student for teaching with a dual profile. Under the aegis of the Action Research Methodology, the teaching professional identity was built, triggered by the cyclical process of interaction, culminating in the implementation of pedagogical practices with meaning (Malaguzzi, 1993; 1994), so a theoretical-legal and didactic-methodological framework was continually mobilized, supporting the options taken, as a result of the investigation (Stenhouse, 1998). Thus, the humanistic profile is emphasized, in which the child guides their educational path, with the adult being a facilitator of learning and, in addition, the enormous contribution of the Project Work Methodology, where children and adults learn, work cooperatively and towards a common objective, as happens in everyday society and was illustrated in the curricular internship, with the collaboration between educational agents, in the construction of pedagogical dynamics with and for children. In this way, the development of Delors (1996) educational pillars is celebrated, highlighting learning to be, instead of what is emphasized in traditional teaching (Oliveira-Martins et al., 2016). In this context, it can be seen that the master's student recognizes that it is through pedagogical praxis, combined with research and contextual practice that the foundations of a professional identity are built, elucidating that it is clear that the beginning of a perennial and endless training journey is underway.
This Internship Report presents the educational process carried out in the context of the pedagogical practice developed in the Pre-School Education and Teaching in the 1st Cycle of Basic Education, aspiring to reflect the learning that took place there. At the same time, it aims to qualify the master's student for teaching with a dual profile. Under the aegis of the Action Research Methodology, the teaching professional identity was built, triggered by the cyclical process of interaction, culminating in the implementation of pedagogical practices with meaning (Malaguzzi, 1993; 1994), so a theoretical-legal and didactic-methodological framework was continually mobilized, supporting the options taken, as a result of the investigation (Stenhouse, 1998). Thus, the humanistic profile is emphasized, in which the child guides their educational path, with the adult being a facilitator of learning and, in addition, the enormous contribution of the Project Work Methodology, where children and adults learn, work cooperatively and towards a common objective, as happens in everyday society and was illustrated in the curricular internship, with the collaboration between educational agents, in the construction of pedagogical dynamics with and for children. In this way, the development of Delors (1996) educational pillars is celebrated, highlighting learning to be, instead of what is emphasized in traditional teaching (Oliveira-Martins et al., 2016). In this context, it can be seen that the master's student recognizes that it is through pedagogical praxis, combined with research and contextual practice that the foundations of a professional identity are built, elucidating that it is clear that the beginning of a perennial and endless training journey is underway.
Description
Keywords
Crianças Aprender a ser Prática educativa supervisionada Ciclo de interação Children Learning to be Supervised educational practice Interaction cycle
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação