| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 647.81 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente Relatório de Estágio surge no âmbito do Mestrado em Educação
Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e contempla as vivências,
reflexões e aprendizagens da mestranda nos contextos de Educação Pré-Escolar
e 1.º Ciclo do Ensino Básico, espelhando o percurso realizado pela mesma em
ambas as valências.
Neste documento são abordadas e explanadas as características dos
contextos educativos e os pressupostos teóricos, aliados à mobilização de
conhecimentos metodológicos, científicos, pedagógicos e didáticos em que as
práticas educativas assentaram. A par disso enquadra-se a metodologia de
investigação-ação por fomentar intervenções com intencionalidade educativa,
baseadas num caráter reflexivo e investigativo, que devem ser características de
uma postura indagadora de um profissional docente. Desta forma, a educação
Pré-Escolar e o 1.º Ciclo do Ensino Básico, apesar de se pautarem por referentes
distintos, sustentam-se na mesma base: proporcionar oportunidades
significativas e amplas à criança.
Neste sentido, defendendo uma perspetiva socioconstrutivista da
aprendizagem, que fundamentou toda a prática desenvolvida nos contextos, a
criança tornou-se a protagonista na construção do seu próprio conhecimento.
Neste processo de aprendizagem, o docente adquire a função de orientador
através da valorização das suas necessidades, conceitos prévios e interesses, que
possibilitaram o desenvolvimento de uma prática integradora e diferenciada.
O percurso formativo explanado neste documento possibilitou, então, a
construção de um perfil duplo, assente num processo de colaboração e reflexão
constante. Tal processo constituiu um elemento basilar para a evolução
profissional e pessoal.
This internship report comes within the scope of the Master’s degree in Pre- School Education and Primary Education and contemplates the experiences, reflections and learning opportunities of the graduate student in the context of Pre-School Education and Primary Education, mirroring the path taken by the graduate in both options. In this document the characteristics of the different contexts of education are approached and explained, allied with the use of methodological, scientific, pedagogical and didatics knowledge in which educational practices were based. At the same time the investigation-action methodology fits in the matter that the interventions with educative intentionality occur based on the reflective and investigative character, that must be characteristics of the inquiring posture that a teaching professional must have. Like so Pre-School Education and Primary Education are different in their theory aspect they both have the same endgame: to provide significant and broad opportunities for the children. With this in mind and defending a social constructivist perspective of the process of learning, which was the back bone of all the practices in the contexts, the child has become the leading figure in the construction of their own knowledge. In this process of learning the teacher acquires the purpose of advisor through the appreciation of their needs, previous concepts and interests that make possible the development of an integrative and differentiated practice. The formation journey explained in this document has made possible a construction of a double profile with the foundations of a process based on collaboration and constant consideration, and these elements being fundamental for the development both in professional and personal level of the graduate.
This internship report comes within the scope of the Master’s degree in Pre- School Education and Primary Education and contemplates the experiences, reflections and learning opportunities of the graduate student in the context of Pre-School Education and Primary Education, mirroring the path taken by the graduate in both options. In this document the characteristics of the different contexts of education are approached and explained, allied with the use of methodological, scientific, pedagogical and didatics knowledge in which educational practices were based. At the same time the investigation-action methodology fits in the matter that the interventions with educative intentionality occur based on the reflective and investigative character, that must be characteristics of the inquiring posture that a teaching professional must have. Like so Pre-School Education and Primary Education are different in their theory aspect they both have the same endgame: to provide significant and broad opportunities for the children. With this in mind and defending a social constructivist perspective of the process of learning, which was the back bone of all the practices in the contexts, the child has become the leading figure in the construction of their own knowledge. In this process of learning the teacher acquires the purpose of advisor through the appreciation of their needs, previous concepts and interests that make possible the development of an integrative and differentiated practice. The formation journey explained in this document has made possible a construction of a double profile with the foundations of a process based on collaboration and constant consideration, and these elements being fundamental for the development both in professional and personal level of the graduate.
Description
Keywords
Criança Educação Desenvolvimento Reflexão Colaboração Children Education Development Considerantion Colaboration
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação