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Advisor(s)
Abstract(s)
A profissão de professor tem sido, tradicionalmente, uma profissão muito
solitária. Para lá das portas da sala de aula cabe-lhe todas as decisões,
responsabilidades e dificuldades que possa sentir. Devido às novas exigências
da atualidade, a escola torna-se, cada vez mais, num espaço de debate onde se
procura encontrar soluções que permitam acompanhar as mudanças no mundo
atual e na educação de forma a prevalecer o seu objetivo principal: garantir
aprendizagens ricas e significativas aos seus alunos (Saraiva, 2002).
Para tal, a colaboração é essencial para o desenvolvimento profissional do
professor, assim como um benefício para os alunos. Recorrer a esta metodologia
entre professores, requer vontade de realizar/fazer com os outros, num sentido
de confiança e valorização dos saberes e experiências do outro.
Aliando esta necessidade ao trabalho desenvolvido, o presente relatório de
estágio, elaborado segundo os conhecimentos pedagógicos, teóricos e científicos
desenvolvidos no decorrer de uma longa caminhada de cinco anos na Escola
Superior de Educação do Porto, pretende mostrar o percurso vivido no âmbito
da Unidade Curricular Prática de Ensino Supervisionada, integrada no
Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e
Geografia de Portugal no 2.º Ciclo do Ensino Básico.
Pelo exposto, o relatório de estágio apresenta uma estrutura incorporada no
decorrer da PES, com uma composição de quatro capítulos ligados entre si e
procura explanar qual o caminho formativo desenvolvido, recorrendo a uma
postura crítica, articuladora e, claramente, reflexiva.
The teaching profession has been traditionally a very lonely profession. Behind the classroom doors, he is responsible for all the decisions, responsibilities and difficulties you may experience. Due to the new demands of today, the school becomes, more and more, a space for debate where we try to find solutions that allow us to accompany the changes in the current world and in education so that its main objective prevails: to guarantee rich and meaningful learning to the students (Saraiva, 2002). To this end, collaboration is essential for the professional development of the teacher, as well as a benefit for students. Resorting to this methodology among teachers, requires willingness to do / do with others, in a sense of trust and appreciation of the knowledge and experiences of others. Combining this need with the work developed, the present internship report, prepared according to the pedagogical, theoretical and scientific knowledge developed during a five-year journey at the School of Education of Porto, aims to show the path lived within the Supervised Teaching Practice, integrated in the Master's Degree in Education of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. From the above, the internship report presents a structure incorporated in the course of the PES, with a composition of four chapters linked together and seeks to explain the formative path developed, using a critical, articulating and, clearly, reflective posture.
The teaching profession has been traditionally a very lonely profession. Behind the classroom doors, he is responsible for all the decisions, responsibilities and difficulties you may experience. Due to the new demands of today, the school becomes, more and more, a space for debate where we try to find solutions that allow us to accompany the changes in the current world and in education so that its main objective prevails: to guarantee rich and meaningful learning to the students (Saraiva, 2002). To this end, collaboration is essential for the professional development of the teacher, as well as a benefit for students. Resorting to this methodology among teachers, requires willingness to do / do with others, in a sense of trust and appreciation of the knowledge and experiences of others. Combining this need with the work developed, the present internship report, prepared according to the pedagogical, theoretical and scientific knowledge developed during a five-year journey at the School of Education of Porto, aims to show the path lived within the Supervised Teaching Practice, integrated in the Master's Degree in Education of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. From the above, the internship report presents a structure incorporated in the course of the PES, with a composition of four chapters linked together and seeks to explain the formative path developed, using a critical, articulating and, clearly, reflective posture.
Description
Keywords
Professor Escola Colaboração Prática de ensino supervisionado Teacher School Collaboration Supervised teaching practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação