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Relatório de estágio
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3 MB | Adobe PDF |
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Abstract(s)
A ação desenvolvida pelo docente resulta da interação entre os conhecimentos teóricos construídos ao longo de toda a sua formação e da experiência prática que foi adquirindo ao longo desse processo. Deste modo, este relatório surge com o intuito de evidenciar uma pequena parte desse longo percurso de aprendizagem que, no papel de docente, apenas agora teve início. Assim, com base no estágio realizado na Escola Básica do 1º Ciclo com Pré-Escolar da Pena na valência de educação pré-escolar e na Escola Básica do 1º Ciclo com Pré-Escolar da Ladeira na valência de 1º Ciclo, serão evidenciadas informações relevantes que resultaram do longo processo de reflexão que acompanhou a ação desenvolvida em contexto de sala de aula. Deste modo, o relatório encontra-se dividido em duas partes que se complementam e que se fundem ao longo do processo de reflexão e investigação-ação que acompanhou quer a prática quer a construção do relatório. Assim, na primeira parte, podemos encontrar orientações teóricas que sustentaram o processo de planificação, ação e reflexão inerentes à prática docente. Na segunda parte do relatório, podemos encontrar informações relevantes acerca das instituições e grupos de crianças onde se desenvolveu o estágio e, ainda, relatos da prática pedagógica desenvolvida onde se tenta destacar aspetos positivos e aspetos que deveriam ser melhorados para que pudesse ser promovida uma educação de qualidade. Por fim, dado que a reflexão é um elemento importante para a criação de uma identidade profissional de qualidade, podemos encontrar, nas considerações finais, uma reflexão geral acerca da prática desenvolvida ao longo do estágio. Através dela pretende-se evidenciar a visão educativa que se encontra na base da prática desenvolvida e as preocupações pedagógicas que impulsionaram a modificação da ação com vista à criação de ambientes de aprendizagem que reconheçam e maximizem as potencialidades das crianças.
The action developed by the teacher is the result of the interaction between the theoretical knowledge constructed throughout their training and the practical experience they acquired along that process. This report is intended to highlight a small part of that long journey of learning that, in the teacher’s role, has only just begun. So, based on the teacher training attended in the Escola Básica do 1ºCiclo com Pré-Escolar da Pena within the scope of pre-school and in the Escola Básica do 1ºCiclo com Pré-Escolar da Ladeira within the scope of then 1st cycle, relevant information, which resulted from the long process of reflection that accompanied the action developed, will be shown. The report is divided into two parts which complement each other and even merge along the process of reflection and research-action which accompanied both the practice and the writing of the report. Therefore, in the first part, we the find theoretical orientations that supported the process of planning, the action and the reflection inherent to the teaching practice. In the second part of the report, we find relevant information about the institutions and the groups of children, where the training took place, as well as the reports regarding the pedagogical practice developed, through which we highlight both the positive aspects and the aspects that should be improved in order to promote quality in education. Finally, given that reflection is an important element towards the creation of a qualified professional identity, the final considerations put forward a general reflection about the practice developed throughout the internship. Through it we intend to highlight the educational vision that lies at the basis of the developed practice and the pedagogical concerns that will boost the change of action in order to better create learning environments which recognize and maximize the potential of children.
The action developed by the teacher is the result of the interaction between the theoretical knowledge constructed throughout their training and the practical experience they acquired along that process. This report is intended to highlight a small part of that long journey of learning that, in the teacher’s role, has only just begun. So, based on the teacher training attended in the Escola Básica do 1ºCiclo com Pré-Escolar da Pena within the scope of pre-school and in the Escola Básica do 1ºCiclo com Pré-Escolar da Ladeira within the scope of then 1st cycle, relevant information, which resulted from the long process of reflection that accompanied the action developed, will be shown. The report is divided into two parts which complement each other and even merge along the process of reflection and research-action which accompanied both the practice and the writing of the report. Therefore, in the first part, we the find theoretical orientations that supported the process of planning, the action and the reflection inherent to the teaching practice. In the second part of the report, we find relevant information about the institutions and the groups of children, where the training took place, as well as the reports regarding the pedagogical practice developed, through which we highlight both the positive aspects and the aspects that should be improved in order to promote quality in education. Finally, given that reflection is an important element towards the creation of a qualified professional identity, the final considerations put forward a general reflection about the practice developed throughout the internship. Through it we intend to highlight the educational vision that lies at the basis of the developed practice and the pedagogical concerns that will boost the change of action in order to better create learning environments which recognize and maximize the potential of children.
Description
Keywords
Aprendizagem Crianças Educação Pré-escolar 1.º Ciclo do Ensino Básico Ação pedagógica Reflexão Learning Kids Pre-school Education 1st Cycle of Basic Education Pedagogical action Reflection Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais