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Authors
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da unidade
curricular de Prática Educativa Supervisionada, integrada no Mestrado em
Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, onde se pretende
analisar e refletir as práticas desenvolvidas nos dois contextos educativos, EPE
e 1º CEB. O principal objetivo deste documento é expor e refletir o percurso
profissional desenvolvido, evidenciando a sua importância para o crescimento
a nível pessoal e profissional e a construção de uma identidade enquanto
docente de perfil duplo.
A prática educativa baseou-se numa aproximação à metodologia de
investigação-ação, através do seu ciclo: observação, planificação, ação,
avaliação e reflexão que permitiu a existência de uma postura indagadora,
crítica e reflexiva, e consequentemente, a melhoria da prática.
A criança foi o centro de toda a prática docente inscrita no paradigma socio
construtivista, onde teve voz e foi escutada nas suas necessidades e interesses,
contribuindo para o seu desenvolvimento holístico. Neste sentido, a criança
construiu ativamente o seu conhecimento, sendo o papel do docente o de
mediador ao proporcionar experiências diversificadas, para que a criança
compreenda o mundo que a rodeia e se desenvolva de um modo saudável e
feliz.
Considera-se que a Prática Educativa Supervisionada contribuiu para a
aquisição de competências pessoais e profissionais pela mobilização de
conhecimentos pedagógicos e didáticos. Salienta-se também a importância do
trabalho colaborativo entre os intervenientes do contexto, que foi uma maisvalia
no processo educativo e formativo.
This internship report was elaborated within the Unidade Curricular de Prática Educativa Supervisionada, integrated in the Master's Degree in Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, where it is intended to analyze and reflect the practices developed in the two educational contexts, preschool and primary education. The main objective of this document is to expose and reflect on the developed career path, highlighting it’s importance for personal and professional growth and the construction of an identity as a dual profile teacher. The educational practice was based on an approach to the research-action methodology, through it’s cycle: observation, planning, action, evaluation and reflection that allowed the existence of an inquiring, critical and reflective posture, and consequently, the improvement of the practice. The child was the center of all teaching practice, inscribed in the socioconstructivist paradigm, where it had a voice and was listened to in its needs and interests, contributing to its holistic development. In this sense, the child actively builds up its knowledge, being the role of the teacher as mediator by providing diversified experiences, so that the child understands the world around and develops in a healthy and happy way. It is considered that the Supervised Educational Practice contributed to the acquisition of personal and professional competences, through the mobilization of pedagogical and didactic knowledge. It is also emphasized the importance of collaborative work among the participants in the context, which was an added value in the educational and formative process.
This internship report was elaborated within the Unidade Curricular de Prática Educativa Supervisionada, integrated in the Master's Degree in Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, where it is intended to analyze and reflect the practices developed in the two educational contexts, preschool and primary education. The main objective of this document is to expose and reflect on the developed career path, highlighting it’s importance for personal and professional growth and the construction of an identity as a dual profile teacher. The educational practice was based on an approach to the research-action methodology, through it’s cycle: observation, planning, action, evaluation and reflection that allowed the existence of an inquiring, critical and reflective posture, and consequently, the improvement of the practice. The child was the center of all teaching practice, inscribed in the socioconstructivist paradigm, where it had a voice and was listened to in its needs and interests, contributing to its holistic development. In this sense, the child actively builds up its knowledge, being the role of the teacher as mediator by providing diversified experiences, so that the child understands the world around and develops in a healthy and happy way. It is considered that the Supervised Educational Practice contributed to the acquisition of personal and professional competences, through the mobilization of pedagogical and didactic knowledge. It is also emphasized the importance of collaborative work among the participants in the context, which was an added value in the educational and formative process.
Description
Keywords
Educação Prática educativa Criança Metodologia de Investigação-Ação Perfil duplo Education Educational practice Child Action Investigation Methodology Double Profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação