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Relatório de Estágio apresentado à Universidade da Madeira para obtenção do Grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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O presente Relatório de Estágio foi elaborado no âmbito do Mestrado em Educação Pré
Escolar e Ensino do 1.º Ciclo do Ensino Básico, constituindo um exercício de reflexão
crítica sobre as experiências e aprendizagens desenvolvidas ao longo das práticas
pedagógicas realizadas nestes contextos educativos. Partindo da convicção de que educar
transcende a mera transmissão de conhecimentos e exige um compromisso com o
desenvolvimento integral e o bem-estar da criança, este documento traduz um percurso
de construção profissional assente na proximidade, na inclusão e na intencionalidade
pedagógica.
O relatório inicia-se com a apresentação do enquadramento legal, curricular e pedagógico
que sustenta a Educação Pré-Escolar e o 1.º Ciclo do Ensino Básico, destacando os
principais referenciais orientadores da ação educativa. Seguidamente, aborda-se o perfil
profissional do Educador de Infância e do Professor do 1.º Ciclo, refletindo sobre o seu
papel enquanto mediadores de aprendizagens, bem como sobre os processos de
planificação, implementação, observação, avaliação e a metodologia de Investigação
Ação que orientou a prática. Ao longo do relatório, são analisadas temáticas centrais para
a ação educativa, nomeadamente a avaliação, a diferenciação pedagógica e a promoção
de práticas inclusivas. São ainda apresentadas as estratégias de intervenção pedagógica e
os projetos com a comunidade implementados durante os estágios, promotores de
aprendizagens significativas e centradas nos alunos. Por fim, descrevem-se e analisam-se
criticamente as experiências vivenciadas nos diferentes contextos, evidenciando os
desafios enfrentados e as competências desenvolvidas.
Este relatório constitui, assim, o reflexo de um percurso de crescimento pessoal e
profissional que reforçou a certeza de que a educação se constrói através de relações de
afeto, da valorização da individualidade de cada criança e da crença no potencial
transformador das experiências educativas para a formação de cidadãos mais conscientes,
autónomos e participativos.
This internship report was prepared within the scope of the Master’s Degree in Pre-school Education and Primary Education. It constitutes an exercise in critical reflection on the experiences and learning developed throughout the pedagogical practices carried out in these educational contexts. Based on the conviction that education goes beyond the mere transmission of knowledge and requires a commitment to the holistic development and well-being of the child, this document reflects a professional journey built on closeness, inclusion, and pedagogical intentionality. The report begins by presenting the legal, curricular, and pedagogical framework that underpins Pre-school Education and the Primary Education, highlighting the main guiding references for educational practice. It then addresses the professional profile of the Pre-school Educator and the Primary School Teacher, reflecting on their role as mediators of learning, as well as on the processes of planning, implementation, observation, evaluation, and the Action Research methodology that guided the practice. Throughout the report, central themes of educational practice are analysed, namely assessment, pedagogical differentiation, and the promotion of inclusive practices. Pedagogical intervention strategies and community-based projects implemented during the internships are also presented, promoting meaningful, student-centred learning. Finally, the experiences lived in the different contexts are described and critically analysed, highlighting the challenges faced and the competencies developed. This report thus represents the reflection of a journey of personal and professional growth that reinforced the certainty that education is built through caring relationships, the valuing of each child’s individuality, and the belief in the transformative potential of educational experiences for the formation of more aware, autonomous, and participatory citizens.
This internship report was prepared within the scope of the Master’s Degree in Pre-school Education and Primary Education. It constitutes an exercise in critical reflection on the experiences and learning developed throughout the pedagogical practices carried out in these educational contexts. Based on the conviction that education goes beyond the mere transmission of knowledge and requires a commitment to the holistic development and well-being of the child, this document reflects a professional journey built on closeness, inclusion, and pedagogical intentionality. The report begins by presenting the legal, curricular, and pedagogical framework that underpins Pre-school Education and the Primary Education, highlighting the main guiding references for educational practice. It then addresses the professional profile of the Pre-school Educator and the Primary School Teacher, reflecting on their role as mediators of learning, as well as on the processes of planning, implementation, observation, evaluation, and the Action Research methodology that guided the practice. Throughout the report, central themes of educational practice are analysed, namely assessment, pedagogical differentiation, and the promotion of inclusive practices. Pedagogical intervention strategies and community-based projects implemented during the internships are also presented, promoting meaningful, student-centred learning. Finally, the experiences lived in the different contexts are described and critically analysed, highlighting the challenges faced and the competencies developed. This report thus represents the reflection of a journey of personal and professional growth that reinforced the certainty that education is built through caring relationships, the valuing of each child’s individuality, and the belief in the transformative potential of educational experiences for the formation of more aware, autonomous, and participatory citizens.
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Educação Pré-Escolar 1.º Ciclo do Ensino Básico Prática pedagógica Diferenciação pedagógica Aprendizagem significativa Pre-school Education Primary school teaching Pedagogical practice Pedagogical differentiation Meaningful learning Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais