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Abstract(s)
O presente relatório resulta do percurso da formação inicial do docente, decorrente do estágio em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, efetuado no âmbito da unidade curricular de Prática Educativa Supervisionada. O mestrado de perfil duplo promove a formação do docente através da (re)construção contínua de valores, crenças, conhecimentos e competências, prevendo uma postura indagadora, reflexiva e crítica para responder aos desafios emergentes da sociedade atual.
Neste documento, espelha-se a mobilização de conhecimentos científicos, pedagógicos, didáticos e metodológicos que se articularam com as características dos contextos educativos. O percurso teórico-prático teve sistematicamente em consideração o paradigma socioconstrutivista, em que a criança se assume como o epicentro da ação educativa, enquanto o docente é mediador e facilitador do processo educativo, com vista ao desenvolvimento pleno e significativo das suas aprendizagens.
A prática pedagógica, desenvolvida em díade, possibilitou o encontro de saberes e o enriquecimento de um processo cíclico de observação, planificação, ação e avaliação, característico da metodologia de Investigação-Ação, com vista ao melhoramento das intervenções práticas. A Investigação-Ação suscita, igualmente, a problematização da ação e uma reflexão contextualizada. Sublinhar, igualmente, a situação atípica decorrente da pandemia que vivemos, que obrigou a ações inauditas tendentes a minorar os seus impactos.
O relatório pretende, assim, evidenciar a visão própria dos desafios experienciados e, simultaneamente, descrever os acontecimentos, obstáculos, circunstâncias que contribuíram, continuamente, para alterações de perfil do docente, nomeadamente, nas dimensões “sentir” e “ser”, havendo um “antes” e um “depois” da Prática Educativa Supervisionada.
The following report arises from initial training of teachers, due to an internship in the context of Pre-School Education and 1st Cycle of Basic Education, carried out within the curricular unit of Supervised Educational Practice. The double-profile master's degree promotes teacher training through the continuous (re)construction of values, beliefs, knowledge and skills, foreseeing an inquiring, reflective and critical posture to acknowledge the emerging challenges of today’s today's society. This document reflects the mobilization of scientific, pedagogical, didactic and methodological knowledge, that is articulated with the characteristics of the educational context. The theoretical-practical path systematically took into account the socio-constructivist paradigm, in which the child assumes himself as the epicenter of educational action, while the teacher is a mediator and facilitator of the educational process, seeking full and significant development of their learning. The pedagogical practice, developed in dyad, enabled the encounter of knowledge and the enrichment of a cyclical process of observation, planning, action and evaluation, characteristic of the Action-Research methodology, aiming to improve practical interventions. Action-Research also raises the questioning of action and contextualized reflection. Also underline the atypical situation, resulting from the pandemic that we are living, which forced unprecedented actions to mitigate its impacts. The report thus intends to highlight the specific view of the challenges experienced and, simultaneously, describe the events, obstacles, circumstances that continuously contributed to changes in the teacher's profile, namely, in the dimensions "feeling" and "being", with a “Before” and “after” Supervised Educational Practice.
The following report arises from initial training of teachers, due to an internship in the context of Pre-School Education and 1st Cycle of Basic Education, carried out within the curricular unit of Supervised Educational Practice. The double-profile master's degree promotes teacher training through the continuous (re)construction of values, beliefs, knowledge and skills, foreseeing an inquiring, reflective and critical posture to acknowledge the emerging challenges of today’s today's society. This document reflects the mobilization of scientific, pedagogical, didactic and methodological knowledge, that is articulated with the characteristics of the educational context. The theoretical-practical path systematically took into account the socio-constructivist paradigm, in which the child assumes himself as the epicenter of educational action, while the teacher is a mediator and facilitator of the educational process, seeking full and significant development of their learning. The pedagogical practice, developed in dyad, enabled the encounter of knowledge and the enrichment of a cyclical process of observation, planning, action and evaluation, characteristic of the Action-Research methodology, aiming to improve practical interventions. Action-Research also raises the questioning of action and contextualized reflection. Also underline the atypical situation, resulting from the pandemic that we are living, which forced unprecedented actions to mitigate its impacts. The report thus intends to highlight the specific view of the challenges experienced and, simultaneously, describe the events, obstacles, circumstances that continuously contributed to changes in the teacher's profile, namely, in the dimensions "feeling" and "being", with a “Before” and “after” Supervised Educational Practice.
Description
Keywords
Supervised Educational Practice Social-constructivism Action-Investigation Methodology Reflection Prática educativa supervisionada Socioconstrutivismo Metodologia de Investigação-Ação Reflexão
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação