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Orientador(es)
Resumo(s)
O presente relatório apresenta-se como a última fase do processo de
formação para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino
do 1.º Ciclo do Ensino Básico, desenvolvido no âmbito do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino, abarcando as vivências,
considerações e aprendizagens executadas em ambos os níveis educativos, com
vista à construção de um perfil duplo. Assim, as ações concretizadas nestas duas
valências foram práticas baseadas em teorias socioconstrutivistas, sendo a
criança o centro da ação tendo um papel ativo na edificação do seu próprio
conhecimento.
Neste trabalho ressalva-se que a prática educativa supervisionada se
apresenta fulcral na formação de um profissional de educação permitindo o
desenvolvimento do saber ser, saber pensar e saber agir de forma articulada aos
diferentes contextos educativos para o desenvolvimento holístico da criança.
Este documento encontra-se organizado em três capítulos que,
concomitantemente, demonstram a construção de saberes intrínsecos à prática
educativa e possibilitam uma melhor compreensão sobre a intencionalidade
educativa das atividades desenvolvidas, apesar de que, no contexto de 1.º Ciclo,
a prática educativa foi realizada na base de um ensino à distância,
maioritariamente, derivado à pandemia do COVID-19.
Ao longo do relatório pretendeu-se adotar uma posição crítica sobre a prática
educativa, sobre o percurso desenvolvido, na qual o processo reflexivo arcou um
papel de importância como ferramenta potenciadora para a melhoria da ação
docente e como fase elementar do processo cíclico da metodologia de
investigação-ação, assim como da metodologia de trabalho de projeto.
This report presents itself as the final stage of the process of obtaining a master’s degree in Pre-School Education and Elementary School Teaching, developed within the Master’s in Pre-School Education And Elementary School teaching, encompassing the experiences and learnings executed in both educative levels, with the goal of obtaining a double profile. Therefore, the actions taken in these two levels were practices based on socioconstructive theories, seeing as the child portrays an active role in the building of their knowledge. In this report, it is important to mention that this supervised educational practice presents itself as essential for the formation of an educational professional, allowing the development of knowing how to be, how to think and how to act in an articulative manner to the different educational contexts for child’s holistic development. The following document is divided by three chapters which demonstrate the building of knowledge regarding the educational practice, allowing a better comprehension of the educative intention of the developed practices, even though the educational practice in the Elementary Level was developed based on Long Distance Learning, mainly because of the pandemic situation caused by COVID-19. Along this report, it was intended to adopt a critical position in regards to the educational practice that occurred, in which the reflexive process portrayed a very important role as a tool for the improvement of the teaching action and as an elementary phase of the cyclic process of the investigation-action methodology, as well as the project work methodology.
This report presents itself as the final stage of the process of obtaining a master’s degree in Pre-School Education and Elementary School Teaching, developed within the Master’s in Pre-School Education And Elementary School teaching, encompassing the experiences and learnings executed in both educative levels, with the goal of obtaining a double profile. Therefore, the actions taken in these two levels were practices based on socioconstructive theories, seeing as the child portrays an active role in the building of their knowledge. In this report, it is important to mention that this supervised educational practice presents itself as essential for the formation of an educational professional, allowing the development of knowing how to be, how to think and how to act in an articulative manner to the different educational contexts for child’s holistic development. The following document is divided by three chapters which demonstrate the building of knowledge regarding the educational practice, allowing a better comprehension of the educative intention of the developed practices, even though the educational practice in the Elementary Level was developed based on Long Distance Learning, mainly because of the pandemic situation caused by COVID-19. Along this report, it was intended to adopt a critical position in regards to the educational practice that occurred, in which the reflexive process portrayed a very important role as a tool for the improvement of the teaching action and as an elementary phase of the cyclic process of the investigation-action methodology, as well as the project work methodology.
Descrição
Palavras-chave
Criança Investigação-ação Aprendizagem Child Investigation-action Learning
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação