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Abstract(s)
O presente relatório de estágio foca o processo formativo desenvolvido pela mestranda no âmbito da Prática Educativa Supervisionada (PES), abrangendo os contextos do 1.º Ciclo do Ensino Básico (1.º CEB) e da Educação Pré-Escolar (EPE). Este documento pretende refletir sobre as competências e aprendizagens construídas ao longo do processo evidenciando uma articulação entre os conhecimentos científicos, pedagógicos e didáticos na construção da ação educativa e os documentos normativos que orientam a futura docente para uma postura crítica, reflexiva e aberta a mudanças constantes na sua identidade profissional.
Considerando a importância de uma ação educativa intencional e significativa, baseada em práticas inclusivas, este relatório destaca a criança como sendo um agente ativo na construção do seu conhecimento, em que, o docente, por sua vez, desempenha o papel de mediador, contribuindo deste modo para o processo de aprendizagem e para desenvolvimento integral das crianças. As ações educativas foram desenvolvidas num ciclo dinâmico de observação, ação, planificação e reflexão, características da metodologia de investigação-ação (I-A), promovendo uma prática inovadora e reflexiva, essencial para todos os envolvidos.
O documento também enfatiza a relevância das relações interpessoais na prática educativa, nomeadamente a colaboração e cooperação entre a díade, as docentes cooperantes, as crianças e as supervisoras institucionais que foram fundamentais para o desenvolvimento de práticas educativas contextualizadas e diferenciadoras. Além disso, destaca-se a importância de estabelecer boas relações com as famílias e outros intervenientes, criando um ambiente propício ao desenvolvimento das competências holísticas das crianças e à continuidade educativa entre os dois níveis de educação, contribuindo significativamente para o crescimento pessoal e profissional do docente com perfil duplo.
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This internship report focuses on the training process developed by the master's student within the scope of Supervised Educational Practice, covering the contexts of the 1st Cycle of Basic Education and the Pre-School Education. This document aims to reflect on the competences and lessons learnt throughout the process, using scientific, pedagogical and didactic knowledge in the construction of educational action, and based on normative documents that guide the future teacher towards a critical, reflective stance that is open to constant changes in her professional identity. Considering the importance of intentional and meaningful educational action based on inclusive practices, this report emphasises the child as an active agent in the construction of their knowledge, in which the teacher, in turn, plays the role of mediator, thus contributing to the learning process and the integral development of the children. The educational actions were developed in a dynamic cycle of observation, action, planning and reflection, characteristics of the action-research methodology, promoting an innovative and reflective practice that is essential for everyone involved. The document also emphasises the importance of interpersonal relationships in educational practice. Collaboration and cooperation between the dyad, the cooperating teachers, the children and the institutional supervisors are fundamental to the development of contextualised and differentiated educational practices. In addition, the importance of establishing good relations with families and other stakeholders is emphasised, creating an environment conducive to the development of children's holistic skills and educational continuity between the two education levels. Building a climate of trust and mutual respect not only favours the socialisation of children, but also contributes significantly to the personal and professional growth of the dual profile teacher.
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This internship report focuses on the training process developed by the master's student within the scope of Supervised Educational Practice, covering the contexts of the 1st Cycle of Basic Education and the Pre-School Education. This document aims to reflect on the competences and lessons learnt throughout the process, using scientific, pedagogical and didactic knowledge in the construction of educational action, and based on normative documents that guide the future teacher towards a critical, reflective stance that is open to constant changes in her professional identity. Considering the importance of intentional and meaningful educational action based on inclusive practices, this report emphasises the child as an active agent in the construction of their knowledge, in which the teacher, in turn, plays the role of mediator, thus contributing to the learning process and the integral development of the children. The educational actions were developed in a dynamic cycle of observation, action, planning and reflection, characteristics of the action-research methodology, promoting an innovative and reflective practice that is essential for everyone involved. The document also emphasises the importance of interpersonal relationships in educational practice. Collaboration and cooperation between the dyad, the cooperating teachers, the children and the institutional supervisors are fundamental to the development of contextualised and differentiated educational practices. In addition, the importance of establishing good relations with families and other stakeholders is emphasised, creating an environment conducive to the development of children's holistic skills and educational continuity between the two education levels. Building a climate of trust and mutual respect not only favours the socialisation of children, but also contributes significantly to the personal and professional growth of the dual profile teacher.
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Socioconstrutivismo Metodologia de rotação por estações Cidadania Supervised educational practice Action research methodology Socioconstructivism Station rotation methodology Citizenship
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação