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Abstract(s)
O presente relatório retrata um percurso de formação inicial, desenvolvido no âmbito da Prática Educativa Supervisionada, no contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico, numa lógica de desenvolvimento profissional, onde esteve presente o princípio da articulação dos saberes teóricos com os saberes emergentes da prática.
Neste sentido, todo o documento é fruto de um processo de reflexividade crítica e investigativa sobre a práxis, assente na aproximação à Metodologia de Investigação-Ação. Esta metodologia concretizou-se através do desenvolvimento das diferentes etapas do processo educativo – observação, planificação, ação, reflexão e avaliação –, que contribuíram para uma evolução contínua, com vista a uma intervenção progressivamente mais contextualizada e significativa, resultando numa gradual emancipação profissional. Portanto, como se encontra expresso neste relatório, este método de carácter investigativo e reflexivo possibilita agir intencionalmente nas diferentes situações, considerando as especificidades das crianças, numa perspetiva diferenciada.
Na tentativa de promover uma melhor resposta educativa, privilegiou-se uma prática inserida num paradigma socioconstrutivista, como se procurou apresentar neste documento, onde prevaleceram a pedagogia de participação e a Metodologia de Trabalho de Projeto, atribuindo à criança um papel central e ativo na construção do seu conhecimento, sem descurar a importância do docente como mediador do processo de aprendizagem e desenvolvimento das crianças.
Uma particularidade realçada ao longo do relatório que, certamente, influenciará o percurso profissional corresponde à importância atribuída ao trabalho colaborativo na promoção de aprendizagens significativas nas crianças, mostrando-se, também, potencialmente rico do ponto de vista da aquisição de competências e do desenvolvimento profissional e pessoal.
This report describes an approach to initial training, developed within the Supervised Educational Practice, in the context of Pre and Primary School Education. It is grounded in a professional development approach, where the principle of the articulation of theoretical knowledge with the emerging knowledge of practice was present. In this sense, this document is the result of a process of critical and investigative reflection of pedagogic practice, aligned to Action Research Methodology. The development of this methodology came across the different stages of the education process – observation, planning, action, reflection and evaluation – supported the evolution of a relevant, contextualized and impactful approach to ongoing professional growth. So, as expressed in this report, this method of investigative reflection makes it possible to act intentionally in different situations, considering the unique characteristics of the children, with a differentiated perspective. In an attempt to promote a better educational outcome, the research favored a paradigm of social constructivism, where the pedagogy of participation and the Project-Based Learning prevailed, giving the child a central and active role in the construction of their own learning, without neglecting the importance of the teacher as a mediator in the children’s learning and development process. A noteworthy observation from this report, that is likely to influence career paths in teaching is attributed to the importance of collaborative work in promoting meaningful learning in children, also showing itself to be potentially rich from the point of view of acquiring skills and the professional and personal development.
This report describes an approach to initial training, developed within the Supervised Educational Practice, in the context of Pre and Primary School Education. It is grounded in a professional development approach, where the principle of the articulation of theoretical knowledge with the emerging knowledge of practice was present. In this sense, this document is the result of a process of critical and investigative reflection of pedagogic practice, aligned to Action Research Methodology. The development of this methodology came across the different stages of the education process – observation, planning, action, reflection and evaluation – supported the evolution of a relevant, contextualized and impactful approach to ongoing professional growth. So, as expressed in this report, this method of investigative reflection makes it possible to act intentionally in different situations, considering the unique characteristics of the children, with a differentiated perspective. In an attempt to promote a better educational outcome, the research favored a paradigm of social constructivism, where the pedagogy of participation and the Project-Based Learning prevailed, giving the child a central and active role in the construction of their own learning, without neglecting the importance of the teacher as a mediator in the children’s learning and development process. A noteworthy observation from this report, that is likely to influence career paths in teaching is attributed to the importance of collaborative work in promoting meaningful learning in children, also showing itself to be potentially rich from the point of view of acquiring skills and the professional and personal development.
Description
Keywords
Criança Investigação-ação Socioconstrutivismo Colaboração Desenvolvimento profissional Child Action research Social constructivism Collaboration Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação