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Abstract(s)
O presente relatório de estágio tem como propósito a reflexão crítica sobre
a Prática Educativa Supervisionada (PES) desenvolvida nos contextos de
Educação Pré-Escolar e do 1º Ciclo do Ensino Básico, no âmbito do Mestrado
em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
A ação desenvolvida ao longo da prática orientou-se por algumas
metodologias defendidas, ao longo de todo o relatório, nomeadamente pela
metodologia de investigação-ação, baseada numa perspetiva socio
construtivista. Salienta-se a importância do papel dos referentes teóricos que
se demonstraram ser um constante apoio ao longo de todo o percurso.
Desta forma, a planificação de atividades enquadrou-se às caraterísticas
específicas das crianças. Não esquecendo de dar voz a estas, pois são seres
capazes de tomar decisões e de fazer escolhas, torna-se imprescindível escutar
as suas ideias para que se tornem cidadãos ativos e seguros das suas próprias
convicções.
Nesta linha de pensamento, foi essencial adotar uma atitude profissional de
caráter investigativo e crítico-reflexivo, permitindo, deste modo, agir
intencionalmente em cada situação, procurando responder de forma eficaz às
necessidades e interesses de cada criança. Através das práticas possibilitou-se
o crescimento pessoal e profissional, assim como, os exercícios críticoreflexivos,
sobre as práticas impulsionaram um alargamento e
aprofundamento das referências teóricas e legais para a construção de uma
prática sustentada, contextualizada e significativa, enquadrada no paradigma
socio construtivista.
This internship report aims to examine the Supervised Pedagogical Practice developed in both Pre-School Education and First Cycle of Basic Education during the Master’s degree in Pre-School Education and First Cycle of Basic Education. The activities carried out in the internship followed some methodologies, which are defended in this research, such as the investigation-action methodology based on a social constructivism point of view. The theory fundamentals’ importance is emphasized in the entire report. Not only are the activities plans designed to fit the special needs of each child, but also the children’s perspectives are taken into account, since they all have a strong decision-making capacity which needs to be developed so they become active citizens with courage of their own convictions. In the same way, it was essential to adopt a professional attitude with an investigative and critical-reflective mindset, in order to answer efficiently to every children’s needs and interests. Not only this internship allowed a personal and professional development, but also the post critical reflection motivated to build a deeper understanding of both the theory and legal fundamentals to develop a sustained, meaningful and social constructivist teaching experience.
This internship report aims to examine the Supervised Pedagogical Practice developed in both Pre-School Education and First Cycle of Basic Education during the Master’s degree in Pre-School Education and First Cycle of Basic Education. The activities carried out in the internship followed some methodologies, which are defended in this research, such as the investigation-action methodology based on a social constructivism point of view. The theory fundamentals’ importance is emphasized in the entire report. Not only are the activities plans designed to fit the special needs of each child, but also the children’s perspectives are taken into account, since they all have a strong decision-making capacity which needs to be developed so they become active citizens with courage of their own convictions. In the same way, it was essential to adopt a professional attitude with an investigative and critical-reflective mindset, in order to answer efficiently to every children’s needs and interests. Not only this internship allowed a personal and professional development, but also the post critical reflection motivated to build a deeper understanding of both the theory and legal fundamentals to develop a sustained, meaningful and social constructivist teaching experience.
Description
Keywords
Prática pedagógica supervisionada Criança Metodologia de investigação-ação Paradigma socio construtivista Supervised Pedagogical Practice Child Investigation-action methodology Social Constructivist Paradigm
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação