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Authors
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática Educativa
Supervisionada correspondente ao plano de estudo do 2º ano do Mestrado em Educação Pré-
Escolar e Ensino do 1º Ciclo do Ensino Básico e que define a etapa final do percurso de formação
para a habilitação da prática docente com perfil duplo.
Este relatório apresenta o percurso formativo nas valências de 1º Ciclo do Ensino Básico e
da Educação Pré-Escolar, resultante do processo de formação inicial de docente. A metodologia
adotada foi a Metodologia de Investigação Ação, em que se procurou passar pelas etapas de
planificação, ação e reflexão, articulando com os referenciais teóricos subjacentes e com uma
pedagogia socioconstrutivista, bem como os interesses e necessidades das crianças, com vista a
transformação das práticas educativas e a construção da identidade profissional docente.
As atividades desenvolvidas foram ao encontro das necessidades, interesses e
dificuldades das crianças, tendo em atenção os seus conhecimentos prévios e o papel ativo das
crianças. Além disso, foram elaborados três projetos educativos, de acordo com a metodologia e
as fases de Trabalho por Projeto, um no 1º Ciclo do Ensino Básico e dois na Educação Pré-Escolar,
seguindo o currículo do 3º ano e apoiado nas Orientações Curriculares para a Educação Pré-
Escolar.
Importa também salientar a relevância que o trabalho colaborativo teve ao longo da
Prática Educativa Supervisionada, envolvendo toda a comunidade educativa, nomeadamente o
par pedagógico, as duas orientadoras cooperantes e as duas supervisoras institucionais que
contribuíram para o desenvolvimento profissional e pessoal da mestranda.
This report comes as part of the Curricular Unit of Supervised Educational Practice corresponding to the study plan of the 2nd year of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and that defines the final stage of the training course for the qualification of teaching practice with double profile. This report presents the formative path in the valences of the 1st Cycle of Basic Education and Pre-School Education (EPE), resulting from the initial teacher training process. The methodology adopted was the Action Research Methodology, in which we sought to go through the stages of planning, action and reflection, articulating with the underlying theoretical references and with a socioconstructivist pedagogy, as well as the interests and needs of children, with a view to transforming educational practices and building the teaching professional identity. The activities carried out were to meet the needs, interests and difficulties of children, taking into account their previous knowledge and the active role of children. In addition, three educational projects were elaborated, according to the methodology and phases of Work by Project, one in the 1st Cycle of Basic Education and two in Preschool Education, following the curriculum of the 3rd year and supported by the Curriculum Guidelines for Pre-School Education. It's also important to highlight the relevance that collaborative work has had throughout the Supervised Educational Practice, involving the entire educational community, including the pedagogical pair, the two cooperative advisors and the two institutional supervisors who contributed to the professional and personal development of the master's student.
This report comes as part of the Curricular Unit of Supervised Educational Practice corresponding to the study plan of the 2nd year of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and that defines the final stage of the training course for the qualification of teaching practice with double profile. This report presents the formative path in the valences of the 1st Cycle of Basic Education and Pre-School Education (EPE), resulting from the initial teacher training process. The methodology adopted was the Action Research Methodology, in which we sought to go through the stages of planning, action and reflection, articulating with the underlying theoretical references and with a socioconstructivist pedagogy, as well as the interests and needs of children, with a view to transforming educational practices and building the teaching professional identity. The activities carried out were to meet the needs, interests and difficulties of children, taking into account their previous knowledge and the active role of children. In addition, three educational projects were elaborated, according to the methodology and phases of Work by Project, one in the 1st Cycle of Basic Education and two in Preschool Education, following the curriculum of the 3rd year and supported by the Curriculum Guidelines for Pre-School Education. It's also important to highlight the relevance that collaborative work has had throughout the Supervised Educational Practice, involving the entire educational community, including the pedagogical pair, the two cooperative advisors and the two institutional supervisors who contributed to the professional and personal development of the master's student.
Description
Keywords
Prática educativa supervisionada Paradigma socioconstrutivista Metodologia de investigação-ação Metodologia de Trabalho por projeto Perfil duplo Supervised educational practice Socioconstructivist paradigm Action research methodology Work by project methodology Double profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação