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O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-Escolar (EPE) e
Ensino do 1.º Ciclo do Ensino Básico (1CEB), para obtenção do grau de mestre. Este incide
sobre o meu percurso de formação inicial, ao longo das práticas pedagógicas, que representa o
espaço de reflexão sobre as aprendizagens adquiridas, os desafios enfrentados e as experiências
vividas na EPE e no 1CEB.
No Enquadramento Teórico e Metodológico, apresentam-se os conceitos fundamentais que
sustentaram a prática pedagógica, as orientações curriculares e as metodologias utilizadas, com
especial enfoque na Investigação-Ação (I-A), que permitiu uma abordagem reflexiva e ajustada
às necessidades das crianças. A Ação Pedagógica é detalhada pelas práticas desenvolvidas, os
contextos educativos e as estratégias implementadas para promover aprendizagens
significativas e o envolvimento ativo das crianças.
Nas Práticas Pedagógicas (PP) I, II e III, foram desenvolvidos projetos e atividades que
procuraram dar resposta a desafios reais, promovendo uma aprendizagem baseada na
experimentação, participação e construção colaborativa do conhecimento. O contacto direto
com as crianças/alunos foi determinante para a consolidação da minha identidade profissional
enquanto futura docente, reforçando a importância de uma educação que valoriza os conteúdos
curriculares, as relações, a motivação e o bem-estar das/os crianças/alunos.
Como resultado deste caminho de crescimento pessoal e profissional, construí uma prática
pedagógica mais consciente, intencional e reflexiva. O contacto com as crianças da EPE
evidenciou a importância do brincar e da exploração ativa para a aprendizagem. No 1.º Ciclo,
aprendi a importância de estratégias diferenciadas e do estímulo à autonomia. Essas
experiências reforçaram a necessidade de uma prática docente flexível, que equilibre a
orientação pedagógica com o bem-estar emocional das crianças.
Este relatório documenta este percurso e regista a minha evolução enquanto futura docente,
refletindo as aprendizagens, desafios e conquistas deste processo formativo.
This internship report was prepared as part of the Master's in Preschool Education and Teaching of the 1st Cycle of Basic Education, for the purpose of obtaining the Master's degree. It focuses on my journey of initial training through pedagogical practices, serving as a space for reflection on the learning acquired, the challenges faced, and the experiences lived in Preschool Education and the 1st Cycle of Basic Education. In the Theoretical and Methodological Framework, the key concepts that supported the pedagogical practice are presented, along with the curricular guidelines and methodologies used, with particular emphasis on Action Research, which allowed for a reflective approach tailored to the needs of the children. The Pedagogical Action is detailed through the practices developed, the educational contexts, and the strategies implemented to promote meaningful learning and active involvement of the children. During Pedagogical Practices I, II, and III, projects and activities were developed to address real challenges, promoting learning based on experimentation, participation, and collaborative knowledge construction. Direct contact with the children/students was crucial for consolidating my professional identity as a future teacher, emphasizing the importance of an education that values not only curricular content but also relationships, motivation, and the wellbeing of the children/students. As a result of this path of personal and professional growth, I developed a more conscious, intentional, and reflective pedagogical practice. The contact with preschool children highlighted the importance of play and active exploration for learning. In the 1st Cycle, I learned the importance of differentiated strategies and fostering autonomy. These experiences reinforced the need for a flexible teaching practice that balances pedagogical guidance with the emotional well-being of the children. This report documents this journey and records my evolution as a future teacher, reflecting on the learning, challenges, and achievements of this formative process.
This internship report was prepared as part of the Master's in Preschool Education and Teaching of the 1st Cycle of Basic Education, for the purpose of obtaining the Master's degree. It focuses on my journey of initial training through pedagogical practices, serving as a space for reflection on the learning acquired, the challenges faced, and the experiences lived in Preschool Education and the 1st Cycle of Basic Education. In the Theoretical and Methodological Framework, the key concepts that supported the pedagogical practice are presented, along with the curricular guidelines and methodologies used, with particular emphasis on Action Research, which allowed for a reflective approach tailored to the needs of the children. The Pedagogical Action is detailed through the practices developed, the educational contexts, and the strategies implemented to promote meaningful learning and active involvement of the children. During Pedagogical Practices I, II, and III, projects and activities were developed to address real challenges, promoting learning based on experimentation, participation, and collaborative knowledge construction. Direct contact with the children/students was crucial for consolidating my professional identity as a future teacher, emphasizing the importance of an education that values not only curricular content but also relationships, motivation, and the wellbeing of the children/students. As a result of this path of personal and professional growth, I developed a more conscious, intentional, and reflective pedagogical practice. The contact with preschool children highlighted the importance of play and active exploration for learning. In the 1st Cycle, I learned the importance of differentiated strategies and fostering autonomy. These experiences reinforced the need for a flexible teaching practice that balances pedagogical guidance with the emotional well-being of the children. This report documents this journey and records my evolution as a future teacher, reflecting on the learning, challenges, and achievements of this formative process.
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Educação Pré-Escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Reflexividade. Pre-School Education 1st Cycle of Basic Education Pedagogical practice Action-research Reflexivity Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais