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Abstract(s)
Enquanto agentes sociais de mudança, numa sociedade em constante transformação, professores e educadores devem assumir um papel ativo tanto no seu desenvolvimento pessoal como profissional, e adotar uma atitude de reflexão crítica face à ação educativa que desenvolvem, tendo em vista a melhoria das suas práticas. É com base nestes pressupostos, que o presente relatório, desenvolvido no âmbito da unidade curricular de Prática Pedagógica Supervisionada (PES), do curso de Mestrado em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico, procura espelhar um percurso de crescimento pessoal e de desenvolvimento de competências profissionais, sustentado na fundamentação teórica e prática. Rejeitando uma visão transmissiva e reprodutora da educação, as práticas desenvolvidas em ambos os contextos procuraram sustentar-se numa visão socioconstrutivista da educação, assente numa imagem da criança enquanto ser ativo, através de uma metodologia de investigação-ação (que esteve por base do processo, almejando um desenvolvimento praxiológico pelo contributo das etapas de observação, planificação, ação, avaliação e reflexão), a qual assume particular importância na formação de professores e educadores autónomos e reflexivos, que ambicionam compreender e melhorar as oportunidades de ensino e de aprendizagem.
As social agents of change, in a constantly transforming society, teachers and educators must take an active role in both their personal and professional development, and adopt an attitude of critical reflection towards the educational action being developed, with the goal of improving their practices. It is based on these assumptions that the present report, developed within the scope of the Supervised Pedagogical Practice (Prática Pedagógica Supervisionada - PES) course, of the Master's degree in Preschool Education and Primary School Teaching (Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico), seeks to reflect a path of personal growth and development of professional skills, based on theoretical and practical foundations. By rejecting a transmissive and reproductive form of education, the practices developed in both contexts sought to sustain themselves in a socio constructivist learning theory, based on an image of the child as an active being, through an action-research methodology (which was the basis of the process, aiming at a praxeological development through the contribution of the observation, planning, action, evaluation and reflection stages), which is of particular importance in the training of autonomous and reflective teachers and educators, who aim to understand and improve teaching and learning opportunities.
As social agents of change, in a constantly transforming society, teachers and educators must take an active role in both their personal and professional development, and adopt an attitude of critical reflection towards the educational action being developed, with the goal of improving their practices. It is based on these assumptions that the present report, developed within the scope of the Supervised Pedagogical Practice (Prática Pedagógica Supervisionada - PES) course, of the Master's degree in Preschool Education and Primary School Teaching (Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico), seeks to reflect a path of personal growth and development of professional skills, based on theoretical and practical foundations. By rejecting a transmissive and reproductive form of education, the practices developed in both contexts sought to sustain themselves in a socio constructivist learning theory, based on an image of the child as an active being, through an action-research methodology (which was the basis of the process, aiming at a praxeological development through the contribution of the observation, planning, action, evaluation and reflection stages), which is of particular importance in the training of autonomous and reflective teachers and educators, who aim to understand and improve teaching and learning opportunities.
Description
Keywords
Criança Pré-Escolar 1º Ciclo do Ensino Básico Metodologia investigação-ação Prática pedagógica Child Preschool Primary school Research-action methodology Pedagogical practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação