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Resumo(s)
Inscrevendo-se numa perspetiva da construção colaborativa dos saberes profissionais, a Prática Educativa Supervisionada (PES) visa a mobilização de saberes pedagógicos, científicos, culturais e de investigação no desenvolvimento da mesma, permitindo a sua adequação à singularidade dos contextos pedagógicos. Por conseguinte, o presente relatório advém do percurso desenvolvido nos contextos de estágio de Educação Pré-Escolar (EPE) e do 1.º Ciclo do Ensino Básico (CEB), no âmbito da formação inicial docente de perfil duplo (Decreto-Lei n.º 79/2014, de 14 de maio).
Para a construção de uma atitude reflexiva e indagadora foi fulcral o desenvolvimento de um quadro teórico e legal, que permitiu a consolidação de competências pessoais e socioprofissionais, através da problematização das exigências da profissão docente, inerente à obtenção do grau de mestre em EPE e Ensino do 1.º CEB.
Todo o trabalho desenvolvido ao longo da PES, sustentado no processo cíclico de observação, planificação, ação, reflexão e avaliação, intrínseco à metodologia de investigação-ação adotada, revelou-se basilar ao desenvolvimento do saber pensar e agir para uma educação inclusiva e equitativa. Ademais, apoiada numa dimensão colaborativa, toda a prática educativa foi desenvolvida através da partilha de ideias e de saberes entre a díade, com as supervisoras, com a equipa pedagógica e com as famílias das crianças, interações vitais ao desenvolvimento das estratégias de aprendizagem significativas e contextualizadas.
Concomitantemente, foi também vital ao desenvolvimento da prática pedagógica o respeito e a atenção aos interesses das crianças, sendo-lhes atribuído um papel ativo e participativo, crucial à construção do seu próprio conhecimento, num paradigma socioconstrutivista.
From a perspective of collaborative construction of professional knowledge, Supervised Educational Practice aims at mobilizing pedagogical, scientific, cultural and research knowledge in its development, allowing for its adaptation to the singularity of educational contexts. Therefore, this internship report stems from the path developed in the internship contexts. Therefore, this internship report stems from the course developed in the contexts of the Pre-School Education and the 1st Cycle of Basic Education internship, within the scope of initial teacher training, under the initial teacher training dual profile (Decree-Law No. 79/2014 of 14 May). To build a reflective and inquiring attitude, the development of a theoretical and legal framework was essential, which allowed for the consolidation of personal and socio-professional skills, through the problematization of the demands of the teaching profession, inherent to obtaining the Master's degree in Early Childhood Education and Primary School Teaching. Thus, all the work developed throughout the curricular unit of PES, sustained in the cyclical process of observation, planning, action, reflection, and evaluation, intrinsic to the action research methodology adopted, proved to be essential to the development of knowledge to think and act for an inclusive and equitable education. Furthermore, supported by a collaborative dimension, the whole educational practice was planned and developed through the sharing of ideas and knowledge between the dyad, with the supervisors, the pedagogical team and the children's families, vital interactions for the development of significant and contextualized learning strategies. In this sense, it was also vital to the development of the pedagogical practice to respect and pay attention to the children's interests and motivations, giving them an active and participatory role, crucial to the construction of their own knowledge, within a socio-constructivist paradigm.
From a perspective of collaborative construction of professional knowledge, Supervised Educational Practice aims at mobilizing pedagogical, scientific, cultural and research knowledge in its development, allowing for its adaptation to the singularity of educational contexts. Therefore, this internship report stems from the path developed in the internship contexts. Therefore, this internship report stems from the course developed in the contexts of the Pre-School Education and the 1st Cycle of Basic Education internship, within the scope of initial teacher training, under the initial teacher training dual profile (Decree-Law No. 79/2014 of 14 May). To build a reflective and inquiring attitude, the development of a theoretical and legal framework was essential, which allowed for the consolidation of personal and socio-professional skills, through the problematization of the demands of the teaching profession, inherent to obtaining the Master's degree in Early Childhood Education and Primary School Teaching. Thus, all the work developed throughout the curricular unit of PES, sustained in the cyclical process of observation, planning, action, reflection, and evaluation, intrinsic to the action research methodology adopted, proved to be essential to the development of knowledge to think and act for an inclusive and equitable education. Furthermore, supported by a collaborative dimension, the whole educational practice was planned and developed through the sharing of ideas and knowledge between the dyad, with the supervisors, the pedagogical team and the children's families, vital interactions for the development of significant and contextualized learning strategies. In this sense, it was also vital to the development of the pedagogical practice to respect and pay attention to the children's interests and motivations, giving them an active and participatory role, crucial to the construction of their own knowledge, within a socio-constructivist paradigm.
Descrição
Palavras-chave
Aprendizagem reflexiva Prática educativa Paradigma socioconstrutivista Formação inicial docente Metodologia de investigação-ação Reflective learning Educational practice Socioconstructivist paradigm Dual profile Action research methodology
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação