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Observar, registar, refletir para saber agir faz parte do quotidiano de qualquer profissional que
priorize uma prática de qualidade. Com efeito, o presente relatório é o legado de um percurso
de aprendizagens e desenvolvimento de competências in loco com o propósito de obter o grau
de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Ao longo do documento procura-se demonstrar a correlação existente entre os três momentos
que o integram (Enquadramento Teórico, Enquadramento Metodológico e Prática Pedagógica)
e que culminaram na partilha reflexiva das experiências vividas quer na Educação Pré-Escolar,
quer no 1.º Ciclo do Ensino Básico.
A intencionalidade educativa confere eficácia à aprendizagem, quando apoiada por
metodologias ativas, como a metodologia de Trabalho de Projeto, e conceitos pedagógicos que
se centram na criança/aluno. De igual modo, as políticas educativas vigentes reforçam o
compromisso da escola (e de todos os agentes educativos) em proporcionar aprendizagens
interdisciplinares, significativas e diferenciadoras.
Foi com base nestes pressupostos que se ambicionou adotar uma postura inovadora perante o
ensino, fazendo uso da metodologia de Investigação-Ação para mitigar problemáticas
identificadas nos dois grupos de alunos, sendo que ambas convergiram na aprendizagem da
leitura e escrita, desde a sua abordagem inicial até à sua aprendizagem formal.
Todavia, perante cenários de aprendizagem desafiadores como aqueles vividos durante o
Ensino Remoto de Emergência, houve a necessidade de toda a comunidade educativa se
adaptar a essa nova realidade, para que não se comprometesse o sucesso das aprendizagens.
O documento que se enuncia é, portanto, o compêndio das experiências educativas tidas ao
longo dos dois anos que compõem a formação inicial para a docência.
The processes of observation, documentation, and critical reflection before acting is an integral part of the daily routine of any professional committed to high-quality educational practice. The present report describes the outcomes of a path of experiential learning and professional development undertaken in loco, with the aim of obtaining the Master's Degree in Pre-school Education and Primary School Teaching (1st Cycle of Basic Education). Throughout the report, the interconnection between its three core components (Theoretical Framework, Methodological Framework, and Pedagogical Practice) is highlighted, culminating in a reflective analysis of the experiences conducted in two educational contexts: Preschool Education and the 1st Cycle of Basic Education. Intentional educational planning significantly enhances learning outcomes, especially when supported by active methodologies such as Project-Based Learning, and pedagogical approaches that place the child at the centre of the learning process. In this context, current educational policies further reinforce the role of schools (and all educational stakeholders) in promoting interdisciplinary, meaningful, and inclusive learning experiences. Guided by these principles, this project aimed to adopt an innovative approach toward teaching, employing Research-Action as a methodology to address the challenges identified within both groups. In both cases, the work converged around the processes of reading and writing acquisition, from early exposure to formal instruction. Nevertheless, challenging learning environments, such as those encountered during Emergency Remote Teaching, demanded that the entire educational community adapt to a new reality to not compromise the quality of learning. This report, thus, constitutes a comprehensive record of the educational experiences and professional growth developed over the two years of initial teacher training.
The processes of observation, documentation, and critical reflection before acting is an integral part of the daily routine of any professional committed to high-quality educational practice. The present report describes the outcomes of a path of experiential learning and professional development undertaken in loco, with the aim of obtaining the Master's Degree in Pre-school Education and Primary School Teaching (1st Cycle of Basic Education). Throughout the report, the interconnection between its three core components (Theoretical Framework, Methodological Framework, and Pedagogical Practice) is highlighted, culminating in a reflective analysis of the experiences conducted in two educational contexts: Preschool Education and the 1st Cycle of Basic Education. Intentional educational planning significantly enhances learning outcomes, especially when supported by active methodologies such as Project-Based Learning, and pedagogical approaches that place the child at the centre of the learning process. In this context, current educational policies further reinforce the role of schools (and all educational stakeholders) in promoting interdisciplinary, meaningful, and inclusive learning experiences. Guided by these principles, this project aimed to adopt an innovative approach toward teaching, employing Research-Action as a methodology to address the challenges identified within both groups. In both cases, the work converged around the processes of reading and writing acquisition, from early exposure to formal instruction. Nevertheless, challenging learning environments, such as those encountered during Emergency Remote Teaching, demanded that the entire educational community adapt to a new reality to not compromise the quality of learning. This report, thus, constitutes a comprehensive record of the educational experiences and professional growth developed over the two years of initial teacher training.
Descrição
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Educação Pré-Escolar 1.º Ciclo do Ensino Básico Trabalho de projeto Investigação-ação Aprendizagens eficazes Reflexão crítica Preschool Education Primary School Education (1st Cycle) Project-based learning Research-action Effective learning Critical reflection Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais