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Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática de Educativa Supervisionada, que se insere no plano de estudos do Mestrado de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Esta produção escrita resulta do processo de formação inicial, nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, possibilitando a construção e habilitação da docência inerente a um perfil duplo.
Neste documento vê-se espelhada a formação da docente estagiária, que procurou desenvolver práticas que conduzissem a aprendizagens significativas e que, consequentemente, valorizassem o crescimento holístico da criança. Para tal, reporta-se o contributo dos processos da metodologia de investigação-ação - observação, planificação, ação e reflexão – como um pilar essencial no decorrer da prática pedagógica. Ao longo desta caminhada, procurou-se a adoção de uma atitude crítica e reflexiva, suportada pela articulação entre a teoria e a prática. Assim, em todo o percurso a docente estagiária assumiu o papel de mediadora, escutando a voz das crianças, que assumiram o papel de co-construtoras no desenvolvimento da sua aprendizagem.
Através da ação educativa não só se fomentou o gosto pela profissão de ser educadora de infância e de ser professora do 1.º CEB, como se enriqueceu o quadro teórico, fundamental para sustentar a prática. Todas estas perspetivas pedagógicas, assim como o trabalho colaborativo entre todos os atores do percurso formativo, contribuíram para o desenvolvimento da identidade profissional da futura docente.
This report is part of the professional resume in the Supervised Education Practice that is contemplated in the study plan of the Masters’ program in Pre-School Education and the 1st Cycle of Basic Education. This written production results from the initial professional qualification, in contexts such as Pre-School Education and 1st Cycle of Basic Education, for enabling a construction and qualification of teaching with a double profile. In this document, it is possible to see the academic formation of the master student, who searched for the development of practices considered as significant learnings that allow valuing the child's holistic growth. Therefore, it is reported an action-research methodology - observation, planification, action and reflection - as an essential support in the course of pedagogical practice. Throughout this journey, the adoption of a critical and reflective attitude was sought, supported by the articulation between theory and practice. Thus, throughout the course, the trainee teacher assumed the role of mediator, listening to the children's voice, who assumed the role of co-builders in the development of their own learning. Through educational action, not only did the taste for the profession be fostered, but the theoretical framework, fundamental to sustain the practice, was enriched. All these pedagogical perspectives, as well as the collaborative work between all the actors of the training course, contributed to the development of the professional identity of the future teacher.
This report is part of the professional resume in the Supervised Education Practice that is contemplated in the study plan of the Masters’ program in Pre-School Education and the 1st Cycle of Basic Education. This written production results from the initial professional qualification, in contexts such as Pre-School Education and 1st Cycle of Basic Education, for enabling a construction and qualification of teaching with a double profile. In this document, it is possible to see the academic formation of the master student, who searched for the development of practices considered as significant learnings that allow valuing the child's holistic growth. Therefore, it is reported an action-research methodology - observation, planification, action and reflection - as an essential support in the course of pedagogical practice. Throughout this journey, the adoption of a critical and reflective attitude was sought, supported by the articulation between theory and practice. Thus, throughout the course, the trainee teacher assumed the role of mediator, listening to the children's voice, who assumed the role of co-builders in the development of their own learning. Through educational action, not only did the taste for the profession be fostered, but the theoretical framework, fundamental to sustain the practice, was enriched. All these pedagogical perspectives, as well as the collaborative work between all the actors of the training course, contributed to the development of the professional identity of the future teacher.
Description
Keywords
Criança Desenvolvimento Pessoal e Profissional Prática de Ensino Supervisionada Investigação-Ação Reflexão Child Personal and Professional Development Supervised Education Practice Action-research Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação