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Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da Unidade Curricular Prática Educativa Supervisionada, intrínseca ao plano de estudos do 2.º ano do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, lecionada na Escola Superior de Educação do Instituto Politécnico do Porto. Procura espelhar o percurso formativo em contexto de ação pedagógica nos dois níveis educativos referidos, com vista à construção de um perfil duplo de docência.
Este documento encontra-se organizado em três capítulos que, conjuntamente, evidenciam a construção de saberes inerentes à prática educativa e possibilitam uma melhor compreensão sobre a intencionalidade educativa das atividades desenvolvidas.
No capítulo I foi construído um quadro teórico sobre a educação e o perfil docente, procurando salientar as similitudes e as diferenças entre ambos os níveis educativos. Nele encontram-se explanados os princípios e as metodologias que pautaram a prática educativa supervisionada. No capítulo II procedeu-se à caracterização do ambiente educativo em que se desenvolveu a prática pedagógica, realçando o papel que este assume no desenvolvimento da criança. Efetuou-se, ainda, no capítulo III, uma reflexão crítica sobre algumas das atividades desenvolvidas em ambos os contextos, descrevendo-as e referindo os impactos que estas surtiram no desenvolvimento do grupo.
Ao longo do relatório pretendeu-se assumir uma posição crítica e indagadora sobre a prática educativa, na qual o processo reflexivo assumiu um papel de destaque como instrumento potenciador da melhoria da ação docente e como fase fundamental do processo cíclico da metodologia de investigação-ação.
The present internship report was developed in the curricular unit of Supervised Educational Practice, inserted in the study plan of the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, taught at the Superior Education School of the Polytechnic Institute of Porto. It aims to reflect the formative path in the context of pedagogical action in the two educational levels abovementioned, aiming to build a dual profile of teaching This document is organized into three chapters that, together, highlight the construction of knowledge inherent to educational practice and enable a better understanding of the educational intentionally of the developed activities. In chapter I a theoretical framework about education and teacher’s profile was build, aiming to emphasize the similarities and the differences between both educational levels. Principles and methodologies that guided the supervised practice are explained here. In chapter II there is the characterization of the educacional environment in which the pedagogical practice was developed, highlighting the role it plays in the child’s development. Chapter III also presents a critical reflection on some of the activities developed in both contexts, describing them and referring to the impact they had on the group’s development. Throughout the report it was intended to take a critical and inquiring position about the educational practice, in which the reflective process assumed an important role as a tool for enhancing the teaching action and as a fundamental phase of the cyclical process of the research-action methodology.
The present internship report was developed in the curricular unit of Supervised Educational Practice, inserted in the study plan of the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, taught at the Superior Education School of the Polytechnic Institute of Porto. It aims to reflect the formative path in the context of pedagogical action in the two educational levels abovementioned, aiming to build a dual profile of teaching This document is organized into three chapters that, together, highlight the construction of knowledge inherent to educational practice and enable a better understanding of the educational intentionally of the developed activities. In chapter I a theoretical framework about education and teacher’s profile was build, aiming to emphasize the similarities and the differences between both educational levels. Principles and methodologies that guided the supervised practice are explained here. In chapter II there is the characterization of the educacional environment in which the pedagogical practice was developed, highlighting the role it plays in the child’s development. Chapter III also presents a critical reflection on some of the activities developed in both contexts, describing them and referring to the impact they had on the group’s development. Throughout the report it was intended to take a critical and inquiring position about the educational practice, in which the reflective process assumed an important role as a tool for enhancing the teaching action and as a fundamental phase of the cyclical process of the research-action methodology.
Description
Keywords
Criança Metodologia de Trabalho de Projeto Investigação-ação Aprendizagem Child Project work methodology Research-action Learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação