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Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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A reflexão crítica e contínua sobre a prática educativa assume-se como uma caraterística
indissociável da profissão docente, no sentido de desenvolver uma intervenção
pedagógica cada vez mais consciente, fundamentada e promotora de aprendizagens
significativas. O presente relatório, elaborado no âmbito da obtenção do grau de mestre
em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, consubstancia a
integração de conhecimentos teóricos e práticos adquiridos ao longo da formação inicial
docente. Ao longo do relatório, procede-se à análise dos principais referenciais
normativos e curriculares que orientam o sistema educativo português, bem como à
reflexão sobre o perfil do docente enquanto profissional reflexivo e investigador,
destacando-se a Investigação-Ação como metodologia estruturante da prática
pedagógica. Paralelamente, são aprofundadas estratégias didático-pedagógicas que visam
a promoção de aprendizagens significativas e o desenvolvimento integral das
crianças/alunos. Neste sentido, valoriza-se a intencionalidade pedagógica subjacente à
planificação, à implementação e à avaliação das atividades. No que respeita à componente
prática, o documento apresenta uma visão crítica sobre a intervenção pedagógica
desenvolvida em contextos de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico, em
permanente articulação com a fundamentação teórica e metodológica que sustenta a ação
educativa. Destacam-se, neste percurso, a interdisciplinaridade, a literatura para a
infância, os materiais manipuláveis, a aprendizagem cooperativa e a avaliação formativa,
enquanto estratégias potenciadoras da construção progressiva e significativa do
conhecimento. Mais do que uma descrição das práticas realizadas, este relatório constitui
uma partilha reflexiva de um percurso formativo marcado pelo crescimento pessoal e
profissional, pela capacidade de adaptação a diferentes contextos educativos e pela
construção de uma identidade docente comprometida com uma educação humanista,
intencional e de qualidade.
Critical and ongoing reflection on educational practice is understood as an inseparable trait of teaching, insofar as it fosters increasingly conscious, theoretically grounded and meaningful pedagogical intervention. This internship report, developed for the purpose of obtaining the Master’s Degree in Pre-School Education and Primary School Teaching, embodies the interaction between theoretical and practical knowledge, acquired throughout compulsory academic and practical training for teaching. Throughout the report, an analysis is conducted of the main normative and curricular frameworks that guide the Portuguese education system, alongside a reflection on the teacher’s expected conduct, as a reflective practitioner and researcher, with particular emphasis placed on Action Research as a structuring methodology of pedagogical practice. Concurrently, didactic and pedagogical strategies aimed at promoting meaningful learning and the holistic development of children/pupils are explored. In this regard, pedagogical intentionality underlying the planning, implementation and assessment of activities is particularly valued. With respect to the practical component, the document presents a critical perspective on the pedagogical intervention developed in Pre-School Education and Primary School Teaching contexts, in continuous articulation with the theoretical and methodological foundations that underpin educational practice. Within this course of intervention, interdisciplinarity, children’s literature, manipulative materials, cooperative learning and formative assessment are highlighted as strategies that foster the progressive and meaningful construction of knowledge. More than a mere description of the practices undertaken, this report constitutes a reflective sharing of a formative journey marked by personal and professional growth, adaptability to diverse educational contexts, and the construction of a teaching identity committed to a humanistic, intentional and high quality education.
Critical and ongoing reflection on educational practice is understood as an inseparable trait of teaching, insofar as it fosters increasingly conscious, theoretically grounded and meaningful pedagogical intervention. This internship report, developed for the purpose of obtaining the Master’s Degree in Pre-School Education and Primary School Teaching, embodies the interaction between theoretical and practical knowledge, acquired throughout compulsory academic and practical training for teaching. Throughout the report, an analysis is conducted of the main normative and curricular frameworks that guide the Portuguese education system, alongside a reflection on the teacher’s expected conduct, as a reflective practitioner and researcher, with particular emphasis placed on Action Research as a structuring methodology of pedagogical practice. Concurrently, didactic and pedagogical strategies aimed at promoting meaningful learning and the holistic development of children/pupils are explored. In this regard, pedagogical intentionality underlying the planning, implementation and assessment of activities is particularly valued. With respect to the practical component, the document presents a critical perspective on the pedagogical intervention developed in Pre-School Education and Primary School Teaching contexts, in continuous articulation with the theoretical and methodological foundations that underpin educational practice. Within this course of intervention, interdisciplinarity, children’s literature, manipulative materials, cooperative learning and formative assessment are highlighted as strategies that foster the progressive and meaningful construction of knowledge. More than a mere description of the practices undertaken, this report constitutes a reflective sharing of a formative journey marked by personal and professional growth, adaptability to diverse educational contexts, and the construction of a teaching identity committed to a humanistic, intentional and high quality education.
Descrição
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Educação Pré-Escolar Ensino do 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Literatura para a infância Interdisciplinaridade Pre-School Education Primary School Teaching Pedagogical practice Action research Children’s literature Interdisciplinarity Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais