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Relatório de estágio: a abordagem às ciências pela arte
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.34 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio integra-se na unidade curricular Prática Educativa Supervisionada do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, certificando a profissionalização para um perfil duplo docente e a sua mobilidade entre níveis de educação (Decreto-Lei n.º 43/2007, 2007). Este documento descreve as práticas pedagógicas desenvolvidas em contexto que foram fundamentadas pela Metodologia de Investigação-Ação. Estas seguiram um paradigma socioconstrutivista que reconhece a criança como principal protagonista da construção ativa dos seus conhecimentos, sendo capaz de os ajustar e reconstruir em colaboração com os outros e com o meio envolvente (Jonnaert, 2012). O percurso em contexto de estágio foi ao encontro dos princípios descritos pelos documentos orientadores curriculares, promovendo práticas educativas em que as crianças participam ativamente na planificação das suas aprendizagens e em que diversas metodologias ativas são utilizadas rotineiramente (Lopes da Silva et al., 2016). Para além disso, procurou-se valorizar o trabalho colaborativo, uma vez que toda a intervenção se realizou em díade, em articulação com as crianças, a equipa pedagógica, a comunidade escolar e as famílias, visando o desenvolvimento da aprendizagem cooperativa e a partilha de saberes (Oliveira Martins et al., 2017). A reflexão crítica assumiu um papel central no processo de formação, permitindo a análise e aprimoramento das práticas pedagógicas, uma vez que experienciar, explorar, analisar, refletir e comunicar é um processo que possibilita a aprendizagem e o desenvolvimento da identidade profissional (Oliveira-Formosinho & Formosinho, 2013). Assim, o relatório evidencia aprendizagem e compromisso com a prática educativa inovadora.
This internship report is part of the Supervised Educational Practice curricular unit of the Master's Degree Pre-School Education and Teaching of the First Cycle of Basic Education, certifying professionalization for a dual teaching profile and it's mobility between levels of education (Decree-Law n.º 43/2007, 2007). This document describes the pedagogical practices developed on context that were based on Action-Research Methodology. These followed a socioconstructivist paradigm that recognizes the child as the main protagonist inon the active construction of their knowledge, being able to adjust it and reconstruct it in collaboration with others and with the surrounding environment (Jonnaert, 2012). The internship path met the principles described in the curricular guidance documents, promoting eductional practices in which children participate actively in planning their learnings which various active methodologies are routinely used (Lopes da Silva et al., 2016). Furthmore, we sought to value collaborative work, since the entire intervention was carried out in dyad, in conjunction whith children, the pedagogical team, the school community and families, aiming at the developement of cooperative learning and the sharing of knowledge (Oliveira-Martins, 2017). Critical reflection has taken on a central role in the training proccess, allwoing the analysis and improvement of pedagogical practices, since experiecing, exploring, analyzing, reflecting and communicating is a proccess that enables learning and the developement of professional identity (Oliveira-Formosinho & Formosinho, 2013). Thus, the report highlights learning and commitment to innovative educational practice.
This internship report is part of the Supervised Educational Practice curricular unit of the Master's Degree Pre-School Education and Teaching of the First Cycle of Basic Education, certifying professionalization for a dual teaching profile and it's mobility between levels of education (Decree-Law n.º 43/2007, 2007). This document describes the pedagogical practices developed on context that were based on Action-Research Methodology. These followed a socioconstructivist paradigm that recognizes the child as the main protagonist inon the active construction of their knowledge, being able to adjust it and reconstruct it in collaboration with others and with the surrounding environment (Jonnaert, 2012). The internship path met the principles described in the curricular guidance documents, promoting eductional practices in which children participate actively in planning their learnings which various active methodologies are routinely used (Lopes da Silva et al., 2016). Furthmore, we sought to value collaborative work, since the entire intervention was carried out in dyad, in conjunction whith children, the pedagogical team, the school community and families, aiming at the developement of cooperative learning and the sharing of knowledge (Oliveira-Martins, 2017). Critical reflection has taken on a central role in the training proccess, allwoing the analysis and improvement of pedagogical practices, since experiecing, exploring, analyzing, reflecting and communicating is a proccess that enables learning and the developement of professional identity (Oliveira-Formosinho & Formosinho, 2013). Thus, the report highlights learning and commitment to innovative educational practice.
Description
Keywords
Cooperação Colaboração Práticas educativas Aprendizagem ativa Cooperation Collaboration Educational practices Active learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence