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Advisor(s)
Abstract(s)
O presente relatório – requisito parcial para obtenção do grau de mestre em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico – reflete as
experiências e conhecimentos desenvolvidos, resultantes da prática
pedagógica supervisionada desenvolvida em dois contextos de estágio:
Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Com efeito, a estudante
teve como objetivo descrever, compreender e refletir acerca do processo de
prática segundo o desenvolvimento de capacidades e competências
substanciais à prática docente.
Enquanto (futura) profissional de educação, verifica-se pertinente a
mobilização de saberes científicos, pedagógicos e culturais, adquiridos ao
longo da formação inicial para que se torne exequível uma prática sustentada.
Similarmente, o docente, baseando-se em quadros teóricos e concetuais
(amplificados de forma subjetiva e continuada), desenvolverá a sua forma
pessoal de pensar e agir nos contextos de práticas reais visando a inclusão e
equidade educativas, e a colaboração profissional e reflexiva.
Conforme a metodologia de investigação-ação (constituída por várias
etapas interligadas – observação, planificação, ação e avaliação, reflexão), a
ação da mestranda desenvolveu-se de forma cíclica e articulada, numa
perspetiva construtivista – e holística – do conhecimento a erigir pelas
crianças (atores centrais do processo) ressalvando-se, igualmente, a
pertinência dos demais instrumentos orientadores elaborados no decorrer da
ação.
Concludentemente, os estágios desenvolvidos nos dois contextos facultaram
a edificação de uma postura profissional, reflexiva e investigativa, promotora
da tomada de decisões em contexto de prática reafirmando-se competências
profissionais e pessoais e valorando-se, efetivamente, a formação ao longo da
vida para aquele que se constitui um docente generalista.
The present report – partial requirement to obtain the master's degree in Preschool Education and Primary Education – reflects the experience and expertise developed as a result of pedagogical practice supervised developed in two contexts of internship: Preschool Education preschool and Primary Education. In fact, the student had as objective to describe, understand and reflect on the process of practice according to the development of capacities and substantial skills to teaching practice. As a (future) professional in education it is relevant mobilize scientific, cultural and pedagogical knowledge acquired along the initial formation to make a sustained practice possible. Similarly, the teacher, based on theoretical and conceptual frameworks (amplified in a subjective and continuing way), will develop his personal form of thinking and acting in real practice settings aiming the educative equity and inclusion, professional and reflective collaboration. Considering the investigation-action methodology (consisting of several stages interconnected – observation, planning, action and evaluation, reflection), the student’s actions were developed in a cyclic and articulate form according to a constructivist – and holistic - perspective of the knowledge to raise by the children (central actors in the process). It is also important to note the relevance of the other guiding instruments drawn up in the course of the action. Conclusively, the practice developed in two contexts made possible the construction of a professional, reflective and investigative attitude, promoter of the taking decision in practical context reaffirming the professional and personal skills and valuing, effectively, life-long learning for one who is a generalist faculty.
The present report – partial requirement to obtain the master's degree in Preschool Education and Primary Education – reflects the experience and expertise developed as a result of pedagogical practice supervised developed in two contexts of internship: Preschool Education preschool and Primary Education. In fact, the student had as objective to describe, understand and reflect on the process of practice according to the development of capacities and substantial skills to teaching practice. As a (future) professional in education it is relevant mobilize scientific, cultural and pedagogical knowledge acquired along the initial formation to make a sustained practice possible. Similarly, the teacher, based on theoretical and conceptual frameworks (amplified in a subjective and continuing way), will develop his personal form of thinking and acting in real practice settings aiming the educative equity and inclusion, professional and reflective collaboration. Considering the investigation-action methodology (consisting of several stages interconnected – observation, planning, action and evaluation, reflection), the student’s actions were developed in a cyclic and articulate form according to a constructivist – and holistic - perspective of the knowledge to raise by the children (central actors in the process). It is also important to note the relevance of the other guiding instruments drawn up in the course of the action. Conclusively, the practice developed in two contexts made possible the construction of a professional, reflective and investigative attitude, promoter of the taking decision in practical context reaffirming the professional and personal skills and valuing, effectively, life-long learning for one who is a generalist faculty.
Description
Keywords
Educação Education Investigação-ação Socioconstrutivismo Profissional reflexivo Social constructivism Social constructivism Reflexive professional
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação