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Resumo(s)
O percurso de formação inicial que se encontra espelhado no presente
relatório de mestrado pressagia o desenvolvimento da futura docente revestido
de um caráter reflexivo e crítico através da mobilização de saberes científicos,
pedagógicos, didáticos, culturais e de investigação desenvolvidos ao longo da
prática pedagógica.
Para a construção de uma atitude profissional reflexiva, investigativa e
indagadora contribuíram as características da MIA pelo seu processo dinâmico
e cíclico de observação, planificação, ação, reflexão e avaliação no âmbito dos
dois níveis educativos, permitindo interpretar e saber agir numa perspetiva
dialógica entre teoria e prática.
Assim, o paradigma socioconstrutivista, baseado numa pedagogia de
participação que coloca a criança como co construtora do seu processo
educativo pelo seu papel ativo e participativo, foi essencial para a promoção de
uma aprendizagem holística. Esta aprendizagem construiu-se em parceria com
as famílias e com os outros atores que contribuíram para o desenvolvimento de
práticas educativas nas duas valências e foi fundamental para a construção de
saberes profissionais e para o desenvolvimento das próprias crianças. De modo
consequente, é nesta linha de ação que o docente se torna um agente de
mudança e/ou transformação do ato educativo. As interações pedagógicas de
índole colaborativa e cooperativa constituíram-se como um motor para a
realização de práticas inovadoras, contextualizadas e significativas para o
desenvolvimento da criança e das capacidades profissionais e pessoais da
mestranda no decorrer do seu processo formativo de aprendizagem ao longo da
vida, tendo uma visão alargada e coerente do desenvolvimento da criança.
The journey of initial training expressed in this present master’s report presages the development of the future professor covered in a reflexive and critical character through the mobilization of scientific, educational, didactic and cultural knowledge and investigation developed throughout the pedagogical practice. For the construction of the professional, reflexive and investigative attitude the characteristics of the methodology of investigation- action contributed through its dynamic and cyclical process of observation, planification, action, reflection and evaluation in the context of the two educational levels, which permitted the interpretation and the know-how to act in a dialogical perspective between both theory and practice. Therefore, the socialconstructivist paradigm based in a participative education that places the child as the co constructer of its own educational process through its active and participative role, was essential for the promotion of an holistic learning. This apprenticeship was built in partnership with the families and other actors that contributed to the development of educational practices in the two valences and was vital to the construction of professional knowledge and for the development of the children themselves. Consequently, it is in this line of action that the professor becomes an agent of change and/or transformation of the educational act. The pedagogical interactions of collaborative and cooperative nature constituted themselves as an engine for the accomplishment of innovative, contextualized and significative practices for the development of the child and for the professional and personal skills of the master to be throughout her lifelong learning process, giving her a wide and coherent vison of the child’s development.
The journey of initial training expressed in this present master’s report presages the development of the future professor covered in a reflexive and critical character through the mobilization of scientific, educational, didactic and cultural knowledge and investigation developed throughout the pedagogical practice. For the construction of the professional, reflexive and investigative attitude the characteristics of the methodology of investigation- action contributed through its dynamic and cyclical process of observation, planification, action, reflection and evaluation in the context of the two educational levels, which permitted the interpretation and the know-how to act in a dialogical perspective between both theory and practice. Therefore, the socialconstructivist paradigm based in a participative education that places the child as the co constructer of its own educational process through its active and participative role, was essential for the promotion of an holistic learning. This apprenticeship was built in partnership with the families and other actors that contributed to the development of educational practices in the two valences and was vital to the construction of professional knowledge and for the development of the children themselves. Consequently, it is in this line of action that the professor becomes an agent of change and/or transformation of the educational act. The pedagogical interactions of collaborative and cooperative nature constituted themselves as an engine for the accomplishment of innovative, contextualized and significative practices for the development of the child and for the professional and personal skills of the master to be throughout her lifelong learning process, giving her a wide and coherent vison of the child’s development.
Descrição
Palavras-chave
Criança Prática Educativa Profissional reflexivo Socioconstrutivismo Child Educational Practices Reflective Professional Socialconstructivism
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação