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Abstract(s)
O presente relatório de estágio resulta do percurso de formação inicial, desenvolvida em contexto da ação docente, tendo por base a apresentação e reflexão do percurso vivenciado no âmbito da Unidade Curricular de Prática Educativa Supervisionada na Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Neste documento, espelha-se o mestrado de perfil duplo ao promover a mobilização de conhecimentos científicos, pedagógicos e didáticos alicerçados nos saberes que emergiram da prática, segundo uma postura reflexiva, indagadora e crítica. O mesmo conduziu ao crescimento não só de competências e conhecimentos de índole pedagógico, como promoveu a construção contínua de valores e crenças de forma a responder aos desafios emergentes da atualidade. Inscritas no paradigma socioconstrutivista, promoveram-se ações centradas na criança, nos seus interesses e necessidades, tendo esta uma participação ativa na sua própria aprendizagem. Neste sentido, revelou-se a igualdade de oportunidades e um planeamento pedagógico adaptado e diferenciado, atendendo à diversidade de crianças e contextos.
Face a um mundo em constante mudança com seres humanos dissemelhantes, no qual os docentes são constantemente desafiados a desenvolver práticas criativas e inovadoras, sendo críticos, reflexivos e com espírito colaborativo. Neste sentido foi relevante a aproximação à metodologia de investigação-ação que pelo seu processo cíclico de observação, planificação, ação e avaliação fornecendo contributos transformadores às ações educativas e ao percurso formativo da mestranda.
The present internship report results from the initial formation, developed in the context of teaching activity, based on the presentation and reflection of the course experienced in the scope of the curricular unit of Supervised Educational Practice in Pre-School and Primary Education. This document mirrors the master’s degree in a double profile by promoting the mobilization of scientific, pedagogical, and didactic knowledge, based on the knowledge that emerged from the practice, according to a reflexive, inquiring and critical posture. The same led to the growth not only of pedagogical skills and knowledge, but also promoted the continuous construction of values and beliefs to respond to the emerging challenges of today. Enrolled in the socio constructivist paradigm, actions focused on the child, their interests and needs were promoted, and this was an active participation in their own learning. In this sense, equal opportunities and adapted and differentiated pedagogical planning were revealed, considering the diversity of children and contexts. In the face of a constantly changing world with dissimilar human beings, in which teachers are constantly challenged to develop creative and innovative practices, being critical, reflective, and collaborative in spirit. In this sense, it was relevant to the approach to the action research methodology that by its cyclical process of observation, planning, action, and evaluation, providing transformative contributions to educational actions and the formative path of the student.
The present internship report results from the initial formation, developed in the context of teaching activity, based on the presentation and reflection of the course experienced in the scope of the curricular unit of Supervised Educational Practice in Pre-School and Primary Education. This document mirrors the master’s degree in a double profile by promoting the mobilization of scientific, pedagogical, and didactic knowledge, based on the knowledge that emerged from the practice, according to a reflexive, inquiring and critical posture. The same led to the growth not only of pedagogical skills and knowledge, but also promoted the continuous construction of values and beliefs to respond to the emerging challenges of today. Enrolled in the socio constructivist paradigm, actions focused on the child, their interests and needs were promoted, and this was an active participation in their own learning. In this sense, equal opportunities and adapted and differentiated pedagogical planning were revealed, considering the diversity of children and contexts. In the face of a constantly changing world with dissimilar human beings, in which teachers are constantly challenged to develop creative and innovative practices, being critical, reflective, and collaborative in spirit. In this sense, it was relevant to the approach to the action research methodology that by its cyclical process of observation, planning, action, and evaluation, providing transformative contributions to educational actions and the formative path of the student.
Description
Keywords
Educação Pré-Escolar e 1.º Ciclo do Ensino Básico Perfil duplo docente Paradigma socioconstrutivista Metodologia de investigação-ação Ação reflexiva Pre-School Education and Primary Education Building a teaching identity Socio constructivist mode Research-action methodology Reflexive action
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação