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Abstract(s)
O presente relatório surgiu no âmbito da Prática Educativa Supervisionada integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. O principal objetivo do mesmo é retratar o percurso e espelhar o processo de formação inicial no contexto de Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico articulando os saberes teóricos com a prática necessários à formação de um docente de perfil duplo.
Desta forma, o relatório apresentado surge de uma prática reflexiva, crítica e fundamentada assente na Metodologia de Investigação-Ação utilizada nas duas valências, nas quais se podem exercer com a obtenção do mestrado. Esta metodologia revela-se importante devido ao processo que a caracteriza, nomeadamente, a observação, a planificação, a ação, a reflexão e a avaliação. O cumprimento de todas estas etapas permite escutar a criança e respeitar as suas diferenças implementando, assim, atividades com intencionalidade educativa.
Ainda com o intuito de melhorar a ação educativa, foram privilegiadas metodologias como a Metodologia de Trabalho Por Projeto, dando, assim, oportunidade à criança de ter uma participação ativa no seu processo educativo um papel central, sem descorar o papel importante do professor e do educador como mediadores deste processo, privilegiando-se, deste modo, o paradigma socio-construtivista.
Por fim, importa destacar o trabalho colaborativo que se desenvolveu ao longo de toda a Prática Educativa Supervisionada relevante para o desenvolvimento pessoal e profissional de um docente. Este percurso revelou-se enriquecedor para compreender certos desafios e crescer enquanto futura profissional.
This report emerged within the scope of Supervised Educational Practice integrated in the Master´s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The main goal of it is to portray the path and mirror the initial training process in the context of Pre-School Education and in the 1st Cycle of Basic Education articulating the theoretical knowledge with the practice necessary for the formation of a teacher with a double profile. Thus, the report presented arises from a reflexive, critical and reasoned practice based on the Action Research Methodology used in the two valences, in wich they can be exercised with the obtaining of the Master´s degree. This methodology is important due to the process that caracterizes it, namely observation, planning, action, reflection and evalution. The fulfillment of all these steps allows listening to the child and respecting their differences, therefore implementing activities with educational intentionality. Also in order to improve the educational action, methodologies such as the Project-Based Learning were privileged, consequently giving the child the opportunity to have an active participation in their educational process a central role, without disdecorating the important role of the teacher and educator as mediators of this process and as a result favoring the socio-constructivist paradigm. Finally, it is important to highlight the collaborative work that has developed throughout the Supervised Educational Practice relevant to the personal and professional development of a teacher. This path proved to be enriching to understand certain challenges and grow as a future professional.
This report emerged within the scope of Supervised Educational Practice integrated in the Master´s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The main goal of it is to portray the path and mirror the initial training process in the context of Pre-School Education and in the 1st Cycle of Basic Education articulating the theoretical knowledge with the practice necessary for the formation of a teacher with a double profile. Thus, the report presented arises from a reflexive, critical and reasoned practice based on the Action Research Methodology used in the two valences, in wich they can be exercised with the obtaining of the Master´s degree. This methodology is important due to the process that caracterizes it, namely observation, planning, action, reflection and evalution. The fulfillment of all these steps allows listening to the child and respecting their differences, therefore implementing activities with educational intentionality. Also in order to improve the educational action, methodologies such as the Project-Based Learning were privileged, consequently giving the child the opportunity to have an active participation in their educational process a central role, without disdecorating the important role of the teacher and educator as mediators of this process and as a result favoring the socio-constructivist paradigm. Finally, it is important to highlight the collaborative work that has developed throughout the Supervised Educational Practice relevant to the personal and professional development of a teacher. This path proved to be enriching to understand certain challenges and grow as a future professional.
Description
Keywords
Metodologia investigação-ação Criança Metodologia trabalho por projeto Trabalho colaborativo Action research methodology Child Project-based learning Collaborative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação