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Authors
Abstract(s)
O presente relatório de estágio apresenta processos, produtos e referenciais teóricoscientíficos
subjacentes à Prática Educativa Supervisionada desenvolvida em contexto de
Educação Pré-Escolar e do 1º Ciclo do Ensino Básico.
Nestes processos e sob a égide da Metodologia de Investigação- Ação vivenciaram-se
todas as dinâmicas que lhe subjazem. As dinâmicas pedagógicas assumiram-se como cíclicas e
inseparáveis de observação, planificação, ação, reflexão e avaliação, possibilitou a mobilização e
aquisição de diversos saberes, que contribuíram para o desenvolvimento de práticas educativas
contextualizadas e com significado para as crianças e para a futura docente.
A construção da nossa identidade profissional resultante das dinâmicas pedagógicas, dos
processos de observação e planificação que as antecederam, dos momentos de reflexão na ação
e sobre a ação, bem como os contributos do outro (atores educativos e autores de referência)
ajudaram a edificar um perfil duplo de docente. Refira-se que esta primeira etapa da construção
da identidade profissional somará pontos com a experiência docente, com implicação na
formação contínua e com o prazer de ser professora e educadora de Infância.
Assim, procurou-se exaltar a análise, fundamentação e reflexão das ações pedagógicas
desenvolvidas nos dois contextos vivenciado, tendo em consideração os marcos teóricos,
basilares para o desenvolvimento de competências de um docente de perfil duplo
This internship report presents processes, products and theoretical-scientific references underlying the Supervised Educational Practice developed in the context of Pre-School Education and the 1st Cycle of Basic Education. In these processes and under the aegis of the Methodology of Investigation-Action, all the dynamics that underlie it were experienced. The pedagogical dynamics were assumed as cyclical and inseparable from observation, planning, action, reflection and evaluation, enabled the mobilization and acquisition of various knowledge, which contributed to the development of contextualized educational practices with meaning for children and for future teachers. The construction of our professional identity resulting from pedagogical dynamics, observation and planning processes that preceded them, moments of reflection in action and about action, as well as the contributions of others (educational actors and reference authors) helped to build a double profile of teachers. It should also be reported that this first stage of the construction of professional identity will add points with the teaching experience, with implication in continuous training and with the pleasure of being a teacher and educator of childhood. Thus, we tried to exalt the analysis, foundation and reflection of the pedagogical actions developed in the two contexts experienced, considering the theoretical and basic frameworks for the development of competencies of a teacher with a double profile.
This internship report presents processes, products and theoretical-scientific references underlying the Supervised Educational Practice developed in the context of Pre-School Education and the 1st Cycle of Basic Education. In these processes and under the aegis of the Methodology of Investigation-Action, all the dynamics that underlie it were experienced. The pedagogical dynamics were assumed as cyclical and inseparable from observation, planning, action, reflection and evaluation, enabled the mobilization and acquisition of various knowledge, which contributed to the development of contextualized educational practices with meaning for children and for future teachers. The construction of our professional identity resulting from pedagogical dynamics, observation and planning processes that preceded them, moments of reflection in action and about action, as well as the contributions of others (educational actors and reference authors) helped to build a double profile of teachers. It should also be reported that this first stage of the construction of professional identity will add points with the teaching experience, with implication in continuous training and with the pleasure of being a teacher and educator of childhood. Thus, we tried to exalt the analysis, foundation and reflection of the pedagogical actions developed in the two contexts experienced, considering the theoretical and basic frameworks for the development of competencies of a teacher with a double profile.
Description
Keywords
Prática educativa supervisionada Investigação-ação Criança Educação Supervised educational practice Investigation-action Children Education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação