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O presente relatório de estágio, elaborado no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico, reflete, de forma integrada, o percurso
formativo vivido ao longo das três práticas pedagógicas realizadas em contextos distintos,
bem como os conhecimentos construídos ao longo do processo. Para tal, estrutura-se em
duas partes principais: por um lado, o enquadramento teórico e metodológico que
fundamenta a ação educativa; por outro, a contextualização, descrição e análise crítica
das experiências de estágio.
No que diz respeito à Educação Pré-Escolar, a intervenção teve por base um projeto de
Investigação-Ação que visou a exploração do tema do sistema solar. Já no 1.º Ciclo, as
práticas decorreram em turmas de 1.º e 4.º anos, onde, em articulação com os conteúdos
propostos, se privilegiou o desenvolvimento de estratégias diferenciadas e intencionais,
adaptadas às necessidades, interesses e características dos alunos. Assim, a planificação,
observação e reflexão constantes orientaram toda a ação pedagógica.
Deste modo, através de uma postura reflexiva e investigativa, foi possível transformar
desafios em oportunidades de crescimento pessoal e profissional. Com efeito, a
articulação entre teoria e prática revelou-se essencial para a construção de uma identidade
docente consciente, crítica e comprometida com uma educação de qualidade.
Concluindo, este relatório representa, não apenas uma síntese das experiências
pedagógicas vividas, mas também um testemunho de desenvolvimento profissional,
centrado na valorização da criança/aluno como sujeito ativo do processo educativo e na
importância de práticas significativas, colaborativas e integradoras.
This internship report, drawn up as part of the Master's Degree in Pre-School Education and Primary School Teaching, reflects, in an integrated way, the training experienced during the three teaching practices carried out in different contexts, as well as the knowledge built up during the process. To this end, it is structured in two main parts: on the one hand, the theoretical and methodological framework that underpins the educational action; on the other, the contextualization, description and critical analysis of the internship experiences. As far as pre-school education is concerned, the intervention was based on an action research project that explored the theme of the solar system. In the 1st Cycle, the practices took place in 1st and 4th grade classes, where, in conjunction with the proposed content, the development of differentiated and intentional strategies, adapted to the needs, interests and characteristics of the students, was favored. Thus, constant planning, observation and reflection guided all the pedagogical action. In this way, through a reflective and investigative approach, it was possible to transform challenges into opportunities for personal and professional growth. In fact, the link between theory and practice proved to be essential for building a teaching identity that is aware, critical and committed to quality education. In conclusion, this report represents not only a synthesis of the teaching experiences, but also a testimony to professional development, centered on valuing the child/student as an active subject in the educational process and the importance of meaningful, collaborative and integrative practices.
This internship report, drawn up as part of the Master's Degree in Pre-School Education and Primary School Teaching, reflects, in an integrated way, the training experienced during the three teaching practices carried out in different contexts, as well as the knowledge built up during the process. To this end, it is structured in two main parts: on the one hand, the theoretical and methodological framework that underpins the educational action; on the other, the contextualization, description and critical analysis of the internship experiences. As far as pre-school education is concerned, the intervention was based on an action research project that explored the theme of the solar system. In the 1st Cycle, the practices took place in 1st and 4th grade classes, where, in conjunction with the proposed content, the development of differentiated and intentional strategies, adapted to the needs, interests and characteristics of the students, was favored. Thus, constant planning, observation and reflection guided all the pedagogical action. In this way, through a reflective and investigative approach, it was possible to transform challenges into opportunities for personal and professional growth. In fact, the link between theory and practice proved to be essential for building a teaching identity that is aware, critical and committed to quality education. In conclusion, this report represents not only a synthesis of the teaching experiences, but also a testimony to professional development, centered on valuing the child/student as an active subject in the educational process and the importance of meaningful, collaborative and integrative practices.
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Práticas pedagógicas Educação Pré-Escolar 1.º Ciclo Investigação-ação Desenvolvimento profissional Ensino-aprendizagem Pedagogical practices Pre-School Education 1st Cycle Action research Professional development Teaching and learning Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais