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Abstract(s)
O processo de formação profissional docente enquanto agente reflexivo e crítico, permitiu o desenvolvimento de saber pensar e agir nos diferentes contextos educativos, colocando a investigação ao serviço das práticas pedagógicas. As conceções teóricas, bem como os referentes das práticas em Educação Pré-Escolar e 1º Ciclo do Ensino Básico permitiram a construção da personalidade docente e o desenvolvimento holístico das crianças, numa visão inclusiva da educação.
O presente documento procurou sistematicamente atender ao vaivém entre os referentes teóricos e as ações desenvolvidas nos diferentes contextos educativos, pelo que se planificou e avaliou tendo em conta o desenvolvimento de aprendizagens de todos os atores. Deste modo, a metodologia de Investigação-Ação assumiu-se como basilar no processo de formação, numa perspetiva transformadora da ação inserida numa espiral cíclica entre observação, planificação, ação e reflexão. É ainda evidenciado o carácter pertinente da utilização da Metodologia de Trabalho de Projeto nos dois níveis educativos, tendo em vista o desenvolvimento holístico e a aquisição de competências de responsabilidade pessoal e social.
A reflexão e análise da ação pedagógica, numa postura sistematicamente indagadora, permitiu a mobilização de conhecimentos científicos, metodológicos e didáticos que sustentaram a ação. Por sua vez, resultou na primazia de um clima de negociação, democracia, aceitação e confiança que se constituíram essenciais para o saber pensar e agir no contexto, melhorando as práticas educativas.
The process of professional teacher training, being a reflexive and critical agent, has allowed the development of knowing how to think and act in different educational contexts, placing research at the service of pedagogical practices. The theoretical conceptions, as well as the concerning of the practices in pre-school education and 1st Cycle of Basic Education, grant the construction of teaching personality and the children holistic development, in an inclusive vision of the education. This document systematically attempts to take in account the variances between the theoretical referents and the actions developed in the different educational contexts, reason why it was planned and evaluated according to the learning development of all the intervenient. Thus being, the Action-Research methodology assumed as the basilar in the formation process, in a transformative perspective of the action inserted in a cyclical spiral between observation, planning, action and reflection. It is also evidenced the pertinent nature of the use of Project Work Methodology in the two educational levels, having in mind a view to holistic development and the acquisition of competences of personal and social responsibility. The reflection and analysis of the pedagogical action, in an inquiring systematically posture, allowed the mobilization of scientific, methodological and didactic knowledge that supported the action. In turn, it resulted in the primacy of a climate of negotiation, democracy, acceptance and trust that were essential for knowing how to think and act in the context, improving educational practices.
The process of professional teacher training, being a reflexive and critical agent, has allowed the development of knowing how to think and act in different educational contexts, placing research at the service of pedagogical practices. The theoretical conceptions, as well as the concerning of the practices in pre-school education and 1st Cycle of Basic Education, grant the construction of teaching personality and the children holistic development, in an inclusive vision of the education. This document systematically attempts to take in account the variances between the theoretical referents and the actions developed in the different educational contexts, reason why it was planned and evaluated according to the learning development of all the intervenient. Thus being, the Action-Research methodology assumed as the basilar in the formation process, in a transformative perspective of the action inserted in a cyclical spiral between observation, planning, action and reflection. It is also evidenced the pertinent nature of the use of Project Work Methodology in the two educational levels, having in mind a view to holistic development and the acquisition of competences of personal and social responsibility. The reflection and analysis of the pedagogical action, in an inquiring systematically posture, allowed the mobilization of scientific, methodological and didactic knowledge that supported the action. In turn, it resulted in the primacy of a climate of negotiation, democracy, acceptance and trust that were essential for knowing how to think and act in the context, improving educational practices.
Description
Keywords
Prática Educativa Criança Investigação-Ação Escola Inclusiva Socioconstrutivismo Educational Practice Child Research-Action Inclusive School Socio-constructivism
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação