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Abstract(s)
O presente relatório resulta do processo desenvolvido no âmbito da Unidade Curricular Prática Educativa Supervisionada (PES), contemplada no plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na Escola Superior de Educação do Porto, necessária à obtenção do grau de mestre. Os profissionais de educação com perfil duplo, habilitados para a prática educativa nas duas valências, são responsáveis por reconhecer as crianças enquanto cidadãos únicos, ativos e dotados de capacidade crítica.
Assim, apresentam-se os referenciais teórico e legal, mobilizados na procura de uma prática inovadora, que privilegiasse metodologias ativas e assente numa perspetiva socioconstrutivista. Destaca-se a relevância da permanente observação e reflexão, com recurso à Metodologia de Investigação-Ação, estratégia de formação profissional, visando práticas educativas transformadoras que fossem ao encontro das necessidades, interesses e problemas dos contextos educativos, para um desenvolvimento holístico das crianças. Analisam-se, crítica e reflexivamente, algumas ações desenvolvidas, reflexo da mobilização de conhecimentos científicos, didáticos e pedagógicos construídos durante a formação, reconhecendo que a mesma deverá permanecer presente ao longo dos anos de atividade profissional. Releva-se, por fim, o trabalho colaborativo. Nos projetos de intervenção, revelou-se favorável para o desenvolvimento das crianças. Depois, considerando que a identidade profissional se constrói permanentemente em interação com os que contribuem para o desenvolvimento pessoal e profissional, o trabalho colaborativo foi indispensável durante o processo de formação, pois se aprendeu nos contextos, ouvindo as partilhas de quem, com mais experiência, contribuiu para a superação da formanda.
This report is the result of the process developed within the scope of the curricular unit Supervised Educational Practice (SEP), included in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary Education, in the Higher Education School of Porto, necessary to obtain the master's degree. Education professionals with a dual profile, qualified for educational practice in both settings, are responsible for recognizing children as unique citizens, active and endowed with critical capacity. So, the theoretical and legal frameworks are presented, mobilized in the search for an innovative practice that favors active methodologies based on a socio-constructivist perspective. The relevance of permanent observation and reflection is highlighted, using the Action-Research Methodology, a professional training strategy, aiming at transformative educational practices that would meet the needs, interests and problems of the educational contexts, for a holistic development of children. Some of the actions developed are analyzed, critically and reflexively, reflecting the mobilization of scientific, didactic and pedagogical knowledge built during the training, recognizing that it should remain present throughout the years of professional activity. Finally, collaborative work should be highlighted. In the intervention projects, it proved to be favorable for the development of children. Then, considering that professional identity is permanently built in interaction with those who contribute to personal and professional development, collaborative work was indispensable during the training process, because we learned in contexts, listening to the sharing of those who, with more experience, contributed to the master’s student overcoming.
This report is the result of the process developed within the scope of the curricular unit Supervised Educational Practice (SEP), included in the study plan of the 2nd year of the Master's Degree in Pre-school Education and Primary Education, in the Higher Education School of Porto, necessary to obtain the master's degree. Education professionals with a dual profile, qualified for educational practice in both settings, are responsible for recognizing children as unique citizens, active and endowed with critical capacity. So, the theoretical and legal frameworks are presented, mobilized in the search for an innovative practice that favors active methodologies based on a socio-constructivist perspective. The relevance of permanent observation and reflection is highlighted, using the Action-Research Methodology, a professional training strategy, aiming at transformative educational practices that would meet the needs, interests and problems of the educational contexts, for a holistic development of children. Some of the actions developed are analyzed, critically and reflexively, reflecting the mobilization of scientific, didactic and pedagogical knowledge built during the training, recognizing that it should remain present throughout the years of professional activity. Finally, collaborative work should be highlighted. In the intervention projects, it proved to be favorable for the development of children. Then, considering that professional identity is permanently built in interaction with those who contribute to personal and professional development, collaborative work was indispensable during the training process, because we learned in contexts, listening to the sharing of those who, with more experience, contributed to the master’s student overcoming.
Description
Keywords
Prática educativa supervisionada Perfil duplo Investigação-ação Socioconstrutivismo Supervised educational practice Dual profile Action-research Socioconstructivism
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação