| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.62 MB | Adobe PDF |
Authors
Abstract(s)
O Relatório de Estágio que aqui se apresenta está inserido na Unidade Curricular Prática Educativa Supervisionada (PES), unidade integrante do Mestrado em Educação Pré- Escolar e Ensino do 1.º Ciclo do Ensino Básico. Neste contexto, é exposto reflexiva e criticamente todo o percurso formativo da docente-estagiária no contexto de intervenção na Educação Pré-Escolar e no 1º Ciclo do Ensino Básico. Assim, serão explanadas e justificadas as aprendizagens adquiridas durante a intervenção em ambos os níveis de educação e ensino, aprendizagens que se revelaram essenciais pela mobilização de conceitos teóricos, didáticos e pedagógicos na prática educativa, (re)construção de novos conhecimentos e desenvolvimento de outras competências profissionais e pessoais fundamentais no perfil docente.
De relevar que o processo formativo na Prática Educativa Supervisionada sustentou-se numa metodologia socio construtivista que realça o papel da criança na construção do seu conhecimento. Além disso, promoveu capacidades de observação, planificação, intervenção, reflexão e avaliação da ação que contribuíram para a concretização dos pilares fundamentais da educação: aprender a conhecer, aprender a fazer, aprender a viver juntos e aprender a ser. Deste modo, este relatório espelha o processo formativo que conduziu à construção do perfil duplo de um profissional da educação que será atualizado ao longo da vida.
The Internship Report here presented is included in the Supervised Educational Practical Course (PES), an unit of the Master's Degree in Pre-School and Elementery School Education. In this context, the whole trajectory of the teacher-trainee is reflected and critically exposed in both contexts of intervention. Thus, learning acquired during intervention at both levels of education and teaching will be explained and justified, learning that has been essential for the mobilization of theoretical, didactic and pedagogical concepts in educational practice, (re) construction of new knowledge and development of other professional and personal competences in the teaching profile. It should be noted that the formative process in the Supervised Educational Practice was based on a socio-constructivist methodology that emphasizes the child's role in the construction of the knowledge. In addition, it has promoted observation, planning, intervention, reflection and evaluation of the action that contributed to the achievement of the fundamental pillars of education: learning to know, learning to do, learning to live together and learning to be. In this way, this report mirrors the formative process that led to the construction of the double profile of an education professional that will be updated throughout life.
The Internship Report here presented is included in the Supervised Educational Practical Course (PES), an unit of the Master's Degree in Pre-School and Elementery School Education. In this context, the whole trajectory of the teacher-trainee is reflected and critically exposed in both contexts of intervention. Thus, learning acquired during intervention at both levels of education and teaching will be explained and justified, learning that has been essential for the mobilization of theoretical, didactic and pedagogical concepts in educational practice, (re) construction of new knowledge and development of other professional and personal competences in the teaching profile. It should be noted that the formative process in the Supervised Educational Practice was based on a socio-constructivist methodology that emphasizes the child's role in the construction of the knowledge. In addition, it has promoted observation, planning, intervention, reflection and evaluation of the action that contributed to the achievement of the fundamental pillars of education: learning to know, learning to do, learning to live together and learning to be. In this way, this report mirrors the formative process that led to the construction of the double profile of an education professional that will be updated throughout life.
Description
Keywords
Educação Socio construtivismo Prática educativa Education Socio-construtivist Educational pratice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação