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Authors
Abstract(s)
O presente relatório descreve e fundamenta um processo formativo, com o principal objetivo de espelhar o desenvolvimento pessoal, social e profissional, resultantes do estágio concretizado no âmbito da unidade curricular de Prática Educativa Supervisionada, presente no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.
De forma a favorecer e enriquecer a construção da personalidade do docente, como profissional questionador e reflexivo,surge a necessidade de compreender as especificidades de cada nível educativo - a Educação Pré-Escolar e o 1º Ciclo do Ensino Básico - bem como as dimensões comuns entre ambos. Além do supramencionado, neste documento salienta-se a valorização da metodologia de investigação-ação, que preconiza um processo dinâmico de observação, planificação, ação, reflexão e avaliação. Por conseguinte, neste relatório apresentam-se referentes teóricos e referentes legais, cujo conhecimento resulta no desenvolvimento de práticas fundamentadas, que emerge da mobilização de saberes provenientes de diversas áreas do conhecimento, com aprendizagens obtidas da ação desenvolvida no ambiente educativo, valorizando uma intrínseca articulação entre a teoria e a prática.
Assim,afirma-se que o percurso descrito no decorrer do presente documento possibilitou o crescimento pessoale social,bem como o desenvolvimento profissional,uma vez caracterizado pela procura da construção de novos conhecimentos, que auxiliassem na transformação de práticas,de modo a responder às expectativas,necessidades e interesses de todas as crianças.
The following report describes and supports a training process, aiming at reflecting the personal, social and professional development, resultant from the internship developed on the scope of the curricular unit of Supervised Educational Practice, from the master's degree in Pre School Education and Teaching of the 151Cycle of Compulsory Education. Looking to support and enrich the construction of the teacher's personality, as an inquisitive and reflective professional, comes the need to understand the specificities of each educationallevel- the Pre-School Education and the 1st Cycle of Compulsory Education- as well as their shared aspects. In addition, this document emphasizes the valorization of the research action methodology, which advocates for a dynamic process of observation,planification,action, reflection,and evaluation.Hence,this report demonstrates theoretical and legal referents, whose awareness results in the development of grounded practices, that emerge from the mobilization of learnings from the various areas of knowledge, with skills obtained from the action developed on the educational environment,valorizing an intrinsic articulation between theory and practice. Therefore,it is stated that the journey described during the present document allowed for the personal and social growth, as well as the professional development, characterized by the search for new knowledge, that aids in the transformation of practices, so to respond to the expectations,necessities,and interests of ali children.
The following report describes and supports a training process, aiming at reflecting the personal, social and professional development, resultant from the internship developed on the scope of the curricular unit of Supervised Educational Practice, from the master's degree in Pre School Education and Teaching of the 151Cycle of Compulsory Education. Looking to support and enrich the construction of the teacher's personality, as an inquisitive and reflective professional, comes the need to understand the specificities of each educationallevel- the Pre-School Education and the 1st Cycle of Compulsory Education- as well as their shared aspects. In addition, this document emphasizes the valorization of the research action methodology, which advocates for a dynamic process of observation,planification,action, reflection,and evaluation.Hence,this report demonstrates theoretical and legal referents, whose awareness results in the development of grounded practices, that emerge from the mobilization of learnings from the various areas of knowledge, with skills obtained from the action developed on the educational environment,valorizing an intrinsic articulation between theory and practice. Therefore,it is stated that the journey described during the present document allowed for the personal and social growth, as well as the professional development, characterized by the search for new knowledge, that aids in the transformation of practices, so to respond to the expectations,necessities,and interests of ali children.
Description
Keywords
Criança Formação inicial docente Metodologia de investigação-ação Prática educativa Child Educational practice Research-action methodology Teacher early training
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação