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Abstract(s)
O presente Relatório revela-se um dos requisitos fundamentais para a obtenção do grau de Mestre e inclui-se na Unidade Curricular de Prática Educativa Supervisionada (PES), inserida no Segundo Ano do Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (CEB), tendo como principal objetivo a descrição e reflexão da construção pessoal, social e profissional resultante da prática desenvolvida em contexto de EPE e 1.º CEB.
O desenvolvimento da prática educativa potenciou a integração dos saberes teóricos e legais com os experienciais, inerentes ao processo de intervenção, espelhando, deste modo, o desenvolvimento formativo e a construção do perfil duplo da mestranda.
Por meio de ações pedagógicas que concorressem para o sócio-construtivismo, as atividades e projetos privilegiaram o desenvolvimento holístico da criança, tornando-a o centro da ação que responde às suas necessidades e interesses.
Desta forma, a co-construção de saberes e o trabalho colaborativo, frutos do processo de partilha com as crianças, as docentes cooperantes e institucionais e a comunidade escolar, bem como a construção de conhecimento investigativo promovidos durante a PES, assentaram na Metodologia de Investigação-Ação. É através dos processos de observação, planificação, ação e reflexão, que esta metodologia sustenta a postura investigativa e reflexiva que um docente deve assumir quando pretende identificar as dificuldades e interesses do seu público, de forma a promover práticas inovadoras e significativas para todos.
Neste sentido, a PES possibilitou a construção do perfil de docente que está em constante evolução, fruto das reflexões e da adoção de uma postura investigativa.
The present report constitutes one of the fundamental requirements for obtaining the degree of Master and is included in the Curricular Unit of Supervised Educational Practice (SEP), part of the second year of the Master in Pre-School Education (PSE) and Primary School Teaching (PST), having as its main objective the description and reflection of the personal, social, and professional build-up resulting from the developed practice in the context of PSE and PST. The development of educational practice boosted the integration of theoretical and experimental knowledge, intrinsic to the process of intervention, mirroring this way the formative development and construction of the double profile of the teacher. By means of the pedagogic action that enabled social build-up, the activities and projects promoted the holistic development of the child, making them the centre of action that answers to their needs and interests. This way, the development of know-how and the collaborative work that arise from the sharing process with the children, the cooperative and institutional teachers, and the school community, as well as the development of research knowledge promoted during SEP, were based on the Research-Action Methodology. Through processes of observation, planification, action and reflexion, this methodology supports the investigative and reflexive posture that a teacher should take when identifying the difficulties and interests of their public, in order to promote innovative and meaningful practices. In this regard, SEP allowed the creation of the ever-evolving teacher profile from reflections and adoption of an investigative posture.
The present report constitutes one of the fundamental requirements for obtaining the degree of Master and is included in the Curricular Unit of Supervised Educational Practice (SEP), part of the second year of the Master in Pre-School Education (PSE) and Primary School Teaching (PST), having as its main objective the description and reflection of the personal, social, and professional build-up resulting from the developed practice in the context of PSE and PST. The development of educational practice boosted the integration of theoretical and experimental knowledge, intrinsic to the process of intervention, mirroring this way the formative development and construction of the double profile of the teacher. By means of the pedagogic action that enabled social build-up, the activities and projects promoted the holistic development of the child, making them the centre of action that answers to their needs and interests. This way, the development of know-how and the collaborative work that arise from the sharing process with the children, the cooperative and institutional teachers, and the school community, as well as the development of research knowledge promoted during SEP, were based on the Research-Action Methodology. Through processes of observation, planification, action and reflexion, this methodology supports the investigative and reflexive posture that a teacher should take when identifying the difficulties and interests of their public, in order to promote innovative and meaningful practices. In this regard, SEP allowed the creation of the ever-evolving teacher profile from reflections and adoption of an investigative posture.
Description
Keywords
Prática educativa supervisionada Criança Aluno Metodologia de investigação-ação Supervised educational practice Child Student Research-action methodology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação