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Authors
Abstract(s)
O presente relatório, integrado na Prática Educativa Supervisionada (PES) do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, constitui a etapa final do percurso de formação inicial de professor, conforme o Decreto-Lei n.º 79/2014, dotado de 14 de maio. Neste documento são referidas as conceções teóricas e legais que sustentaram o percurso realizado ao longo da Prática Educativa Supervisionada nos contextos de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico e, a capacidade de os integrar na prática educativa na construção de construtos profissionais docentes.
Neste âmbito, a Metodologia de Investigação-Ação suportou todo o desenvolvimento pessoal, social e profissional num processo de observação, planificação, ação e reflexão que beneficiou a transformação da prática educativa, bem como da participação dos intervenientes implicados no processo que produziram conhecimento. Esta participação desenvolveu-se em díade de formação e em colaboração com as professoras cooperantes e supervisoras institucionais. De salientar, ainda, a Metodologia de Trabalho de Projeto pela transversalidade nos dois níveis educativos e ênfase no papel ativo das crianças em todas as suas etapas.
Acresce ainda que a transição educativa entre a Pré-Escolar e o 1.º Ciclo do Ensino Básico é uma etapa crucial no processo de ensino aprendizagem e também no desenvolvimento da criança. Desta forma, a transição educativa deve promover, em cada nível de ensino, experiências e oportunidades de aprendizagem que permitam à criança desenvolver as suas potencialidades, bem como fortalecer a autoestima, autonomia e autocontrolo, criando condições para que o sucesso se perpetue em cada fase e ao longo da sua vida.
This report, part of the Supervised Educational Practice (PES) of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, is the final stage of the initial teacher training course, in accordance with Decree-Law no. 79/2014, of May 14. This document mentions the theoretical and legal concepts that underpinned the course taken during the Supervised Educational Practice in the contexts of Pre-School Education and the 1st Cycle of Basic Education, and the ability to integrate them into educational practice in the construction of professional teaching constructs. In this context, the Action-Research Methodology supported all the personal development, social and professional in a process of observation, planning, action and reflection that benefited the transformation of educational practice, as well as the participation of those involved in the process, who produced knowledge. This participation took place in a training dyad and in collaboration with the cooperating teachers and institutional supervisors. Also noteworthy is the Project Based Learning for its cross-cutting nature at both educational levels and its emphasis on the active role of children at all stages. In addition, the educational transition between pre-school and elementary school is a crucial stage in the teaching-learning process and also in the child's development. In this way, the educational transition must promote learning experiences and opportunities at each level of education that allow children to develop their potential, strengthen their self-esteem, autonomy and self-control, creating the conditions for success at each stage and throughout their lives.
This report, part of the Supervised Educational Practice (PES) of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, is the final stage of the initial teacher training course, in accordance with Decree-Law no. 79/2014, of May 14. This document mentions the theoretical and legal concepts that underpinned the course taken during the Supervised Educational Practice in the contexts of Pre-School Education and the 1st Cycle of Basic Education, and the ability to integrate them into educational practice in the construction of professional teaching constructs. In this context, the Action-Research Methodology supported all the personal development, social and professional in a process of observation, planning, action and reflection that benefited the transformation of educational practice, as well as the participation of those involved in the process, who produced knowledge. This participation took place in a training dyad and in collaboration with the cooperating teachers and institutional supervisors. Also noteworthy is the Project Based Learning for its cross-cutting nature at both educational levels and its emphasis on the active role of children at all stages. In addition, the educational transition between pre-school and elementary school is a crucial stage in the teaching-learning process and also in the child's development. In this way, the educational transition must promote learning experiences and opportunities at each level of education that allow children to develop their potential, strengthen their self-esteem, autonomy and self-control, creating the conditions for success at each stage and throughout their lives.
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Metodologia de Trabalho de Projeto Transição educativa Supervised educational practice Action research methodology Project based learning Educational transition
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação