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Authors
Abstract(s)
O presente relatório está enquadrado na Unidade Curricular (UC) de Prática Educativa
Supervisionada (PES), presente no 2.º ano do Mestrado em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico, que se encontra ao abrigo do Decreto-Lei n.º 79/2014 (2014) e aprova o
regime jurídico de habilitação profissional necessária para exercer funções docentes, abrangendo
a Educação Pré-Escolar (EPE) e os ensinos básico e secundário.
Este relatório engloba as práticas desenvolvidas durante a PES, sendo que estas práticas
foram sempre promovidas seguindo as bases do socioconstrutivismo e da importância de
fomentar aprendizagens significativas. Como uma UC final do nível de estudos, esta mobiliza os
saberes científicos, didáticos e investigativos que a mestranda adquiriu previamente. Para além
disso, importa realçar a articulação feita entre estes saberes e o processo de investigação-ação,
presente durante todo o percurso e que propiciou capacidades de autorreflexão e de reflexão em
par, sempre no sentido de melhoria da prática.
Para além destes aspetos importantes, as planificações realizadas em trabalho
colaborativo tiveram sempre em conta os contextos e os interesses e/ou necessidades que estes
apresentavam e procuraram ainda alcançar o preconizado nos documentos orientadores,
nomeadamente as Orientações Curriculares para a Educação Pré-Escolar (OCEPE), no caso da
EPE, e o Perfil dos Alunos à Saída da Escolaridade Obrigatória e as Aprendizagens Essenciais, no
caso 1.º CEB.
A experiência da PES permitiu ainda desenvolver um trabalho colaborativo com uma
equipa educativa e com toda a comunidade, integrando diversos intervenientes, quer do contexto
escolar, quer familiar.
The following report is integrated in the Curricular Unit of Supervised Educational Practice, present in the second year of the master’s degree in Preschool Education and Primary School, that was under the decree-law number 79/2014 (2014). This document approves the legal regime of professional qualification needed for the teaching functions, including Preschool Education and the Basic and Secondary Education. This report includes the developed practices during the Supervised Educational Practice, considering that these practices were always promoted following the bases of social constructivism and the importance of promoting significant learnings. As a Curricular Unit present in the end of the study cycle, this mobilizes scientific, didactic and investigative knowledge that the master’s student acquired previously. Furthermore, it is important to highlight the articulation made between this knowledge and the process of active investigation, that was present during the whole process and provided skills of self-reflection and reflection in peers, always with the aim of improving practice. Besides these important aspects, the plans made in collaboration work always had in mind the contexts e the interesses/needs that these showed and sought to achieve the recommended in the guiding documents, the Curricular Orientations for Preschool Education and the Profile for Students Leaving Compulsory Schooling and the Essential Learnings. The experience during the Supervised Educational Practice allowed the development of collaborative work with an entire team and with the community, combining various intervenients, from the school and the familiar context.
The following report is integrated in the Curricular Unit of Supervised Educational Practice, present in the second year of the master’s degree in Preschool Education and Primary School, that was under the decree-law number 79/2014 (2014). This document approves the legal regime of professional qualification needed for the teaching functions, including Preschool Education and the Basic and Secondary Education. This report includes the developed practices during the Supervised Educational Practice, considering that these practices were always promoted following the bases of social constructivism and the importance of promoting significant learnings. As a Curricular Unit present in the end of the study cycle, this mobilizes scientific, didactic and investigative knowledge that the master’s student acquired previously. Furthermore, it is important to highlight the articulation made between this knowledge and the process of active investigation, that was present during the whole process and provided skills of self-reflection and reflection in peers, always with the aim of improving practice. Besides these important aspects, the plans made in collaboration work always had in mind the contexts e the interesses/needs that these showed and sought to achieve the recommended in the guiding documents, the Curricular Orientations for Preschool Education and the Profile for Students Leaving Compulsory Schooling and the Essential Learnings. The experience during the Supervised Educational Practice allowed the development of collaborative work with an entire team and with the community, combining various intervenients, from the school and the familiar context.
Description
Keywords
Colaboração Reflexão Investigação-Ação Perfil duplo Collaboration Reflection Active Investigation Double Profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação