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Authors
Abstract(s)
O documento vigente espelha o percurso formativo desenvolvido, onde se realçam as aprendizagens efetuadas no decorrer da Prática Educativa Supervisionada, nos contextos de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico, concorrendo para a construção de uma identidade profissional indagadora sobre a realidade educativa. Assim, neste trabalho apresenta-se como foi construído este perfil por via de uma aproximação da metodologia Investigação-Ação que, pela mobilização de saberes científicos, pedagógicos, didáticos, culturais e investigativos, facilitou tomadas de decisões no que respeita à complexidade e às particularidades inerentes à prática profissional. Neste seguimento, procurou-se evidenciar as exigências de observação, planificação, ação e reflexão, o que possibilitou o desenvolvimento de propostas contextualizadas, diversificadas e adequadas aos interesses, dificuldades e necessidades das crianças.
No presente relatório evidenciam-se as experiências educativas desenvolvidas nas
duas valências que, atendendo ao paradigma socioconstrutivista, se inscreveram nas pedagogias participativas, nas quais se destaca a Metodologia de Trabalho por Projeto, onde a criança assumiu um papel ativo na sua própria aprendizagem. Por via do exposto, este documento integra as transformações vivenciadas na ação pedagógica através da adoção de uma postura observadora, inovadora e reflexiva, cujo principal foco era promover a melhor resposta educativa a todas as crianças.
A visão exposta no relatório ilustra a problematização das exigências subjacentes ao perfil duplo de docência, no que concerne à reformulação do saber pensar e agir no contexto educativo e ao conhecimento aprofundado sobre os dois níveis, consolidando competências pessoais e socioprofissionais, perpetuadas pelo princípio da aprendizagem ao longo da vida.
The current document reflects the developed training path, which highlights the learning carried out during the Supervised Educational Practice, in the contexts of Pre-School Education and 1st Cycle of Basic Education, and its contribution to the construction of a reflective professional identity about the educational reality. Therefore, this work presents how the profile was constructed, throug a Research- Action approach that, by the mobilisation of scientific, pedagogical, didactic, cultural and investigative knowledge, facilitated decision-making regarding the complexity and particularities inherent to professional practice. In this follow-up, we sought to highlight the requirements for observation, planning, action and reflection, which enabled the development of contextualised, diversified and adequate proposals to the children's interests, difficulties and needs. This report highlights the educational experiences developed in the two valences which, given the socio-constructivist paradigm, enrolled in participatory pedagogies, in which the Project Work Methodology stands out, where the children took an active role in their own learning. Therefore, this document integrates the transformations experienced in the pedagogical action through an observative, innovative and reflective posture, whose main focus was to promote the best educational response to all children. The exposed view in this report illustrates the problematisation of the underlying requirements of the double profile of teaching, with regard to the reformulation of knowing how to think and act in the educational context and in-depth knowledge on both levels, consolidating personal and socio-professional skills, perpetuated by the principle of learning throughout life.
The current document reflects the developed training path, which highlights the learning carried out during the Supervised Educational Practice, in the contexts of Pre-School Education and 1st Cycle of Basic Education, and its contribution to the construction of a reflective professional identity about the educational reality. Therefore, this work presents how the profile was constructed, throug a Research- Action approach that, by the mobilisation of scientific, pedagogical, didactic, cultural and investigative knowledge, facilitated decision-making regarding the complexity and particularities inherent to professional practice. In this follow-up, we sought to highlight the requirements for observation, planning, action and reflection, which enabled the development of contextualised, diversified and adequate proposals to the children's interests, difficulties and needs. This report highlights the educational experiences developed in the two valences which, given the socio-constructivist paradigm, enrolled in participatory pedagogies, in which the Project Work Methodology stands out, where the children took an active role in their own learning. Therefore, this document integrates the transformations experienced in the pedagogical action through an observative, innovative and reflective posture, whose main focus was to promote the best educational response to all children. The exposed view in this report illustrates the problematisation of the underlying requirements of the double profile of teaching, with regard to the reformulation of knowing how to think and act in the educational context and in-depth knowledge on both levels, consolidating personal and socio-professional skills, perpetuated by the principle of learning throughout life.
Description
Keywords
Criança Investigação-ação Socioconstruvismo Perfil duplo Child Research-action Socioconstructivism Double profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação