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Abstract(s)
O presente relatório de estágio, elaborado no âmbito da Unidade Curricular de
Prática Educativa Supervisionada, reflete todo o percurso formativo realizado ao longo
dos últimos cinco anos e tem em vista a obtenção do grau de mestre em Educação Pré-
Escolar e Ensino do 1º Ciclo do Ensino Básico.
O período de estágio que será abordado neste relatório contribuiu
grandemente para a construção de um perfil profissional docente sustentado num
paradigma socio-construtivista, onde a criança é o centro de toda a aprendizagem,
pelo que todas as ações pedagógicas desenvolvidas em ambos os níveis educativos
foram ao encontro dos seus interesses, necessidades e dificuldades. Para tal, foram
necessários a mobilização de um vasto quadro teórico e legal e o recurso a uma
aproximação da Metodologia de Investigação-Ação, sob o processo cíclico de
observação, planificação, ação e avaliação, tendo em vista a constante transformação
e melhoria da prática, sem esquecer uma visão crítica e reflexiva, imprescindível para
dar resposta aos desafios que iam surgindo.
Por fim, há que salientar o papel basilar assumido pelas relações interpessoais
entre todos os intervenientes da comunidade escolar, uma vez que estas estiveram na
base da criação do clima de bem-estar, confiança e do trabalho colaborativo propício à
construção de conhecimentos de um profissional de perfil duplo com uma postura
crítica e reflexiva.
This internship report, prepared within the framework of the Supervised Educational Practice Curricular Unit, reflects the entire training course carried out over the last five years and aims to obtain the master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The internship period that will be addressed in this report contributed greatly to the construction of a teacher’s professional profile sustained in a socioconstructivist paradigm, where the child is the centre of all learning, so all the pedagogical actions developed at both educational levels were in line with their interests, needs and difficulties. To this end, it was necessary to mobilize a vast theoretical and legal framework and to use an approximation of the Investigation- Action Method, under the cyclical process of observation, planning, action, and evaluation, in view of the constant transformation and improvement of the practice, without forgetting a critical and reflective perspective, essential to respond to the challenges that emerged. Finally, it is necessary to highlight the basic role assumed by interpersonal relationships between all actors of the school community, since they were the basis for creating a welfare, trust based and collaborative work environment, conducive to the construction of knowledge that a double profile professional with a critical and reflective posture aims.
This internship report, prepared within the framework of the Supervised Educational Practice Curricular Unit, reflects the entire training course carried out over the last five years and aims to obtain the master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The internship period that will be addressed in this report contributed greatly to the construction of a teacher’s professional profile sustained in a socioconstructivist paradigm, where the child is the centre of all learning, so all the pedagogical actions developed at both educational levels were in line with their interests, needs and difficulties. To this end, it was necessary to mobilize a vast theoretical and legal framework and to use an approximation of the Investigation- Action Method, under the cyclical process of observation, planning, action, and evaluation, in view of the constant transformation and improvement of the practice, without forgetting a critical and reflective perspective, essential to respond to the challenges that emerged. Finally, it is necessary to highlight the basic role assumed by interpersonal relationships between all actors of the school community, since they were the basis for creating a welfare, trust based and collaborative work environment, conducive to the construction of knowledge that a double profile professional with a critical and reflective posture aims.
Description
Keywords
Educação Pré-Escolar 1º Ciclo do Ensino Básico Socio-construtivista Criança Metodologia investigação-ação Trabalho colaborativo Perfil duplo Preschool education Primary education Socio-constructivist Child Methodology research action Collaborative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação