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Este relatório de estágio documenta a experiência realizada no âmbito do
Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, refletindo
sobre as práticas pedagógicas desenvolvidas em três contextos distintos: educação pré escolar, 2.º ano e 3.º ano do ensino básico. O objetivo é apresentar uma análise teórica,
crítica e reflexiva das metodologias utilizadas, dos desafios enfrentados e das
aprendizagens adquiridas, tendo em vista a obtenção do grau de mestre.
O relatório está estruturado em duas partes complementares. A primeira parte
enquadra teoricamente as metodologias e estratégias adotadas ao longo das práticas
pedagógicas. A segunda parte foca-se na descrição das experiências vividas,
caracterizando os grupos de alunos e analisando o impacto das atividades implementadas
na aprendizagem das crianças.
A metodologia de Investigação-Ação foi transversal ao percurso, possibilitando a
identificação de necessidades específicas dos grupos e a construção de respostas
pedagógicas contextualizadas. Neste âmbito, foram desenvolvidos dois projetos, um
centrado na promoção da expressão emocional e do desenvolvimento sócio emocional no
contexto da educação pré-escolar, e outro orientado para a melhoria do comportamento e
do envolvimento dos alunos numa turma do 1.º ciclo, através de estratégias de gestão
comportamental e metodologias ativas.
Em suma, este relatório representa o início do meu percurso profissional na área
da educação, consolidando aprendizagens e competências adquiridas durante a prática
pedagógica. As experiências vividas permitiram o aprimoramento das estratégias
docentes e fortaleceram a minha visão sobre a importância de uma ação pedagógica
centrada na criança, na adaptação curricular e na colaboração entre escola e comunidade.
This internship report documents the experience carried out within the Master’s Degree in Pre-school Education and Primary Education, reflecting on the pedagogical practices developed in three different contexts: pre-school, 2nd year, and 3rd year of primary education. The aim is to present a theoretical, critical, and reflective analysis of the methodologies used, the challenges faced, and the learning acquired, with a view to obtaining the master’s degree. The report is structured into two complementary parts. The first part provides a theoretical framework for the methodologies and strategies adopted throughout the pedagogical practices, justifying the educational decisions made. The second part focuses on the description of lived experiences, characterizing the student groups and analyzing the impact of the implemented activities on children's learning. The Action Research methodology was a constant throughout the process, enabling the identification of specific group needs and the development of contextualized pedagogical responses. In this context, two projects were developed: one focused on promoting emotional expression and socio-emotional development in the pre-school setting, and another aimed at improving behaviour and student engagement in a primary classroom through behavioural management strategies and active methodologies. In summary, this report represents the beginning of my professional journey in education, consolidating the knowledge and skills acquired during pedagogical practice. The experiences lived allowed the refinement of teaching strategies and reinforced my vision of the importance of child-centred education, curricular adaptation, and collaboration between school and community.
This internship report documents the experience carried out within the Master’s Degree in Pre-school Education and Primary Education, reflecting on the pedagogical practices developed in three different contexts: pre-school, 2nd year, and 3rd year of primary education. The aim is to present a theoretical, critical, and reflective analysis of the methodologies used, the challenges faced, and the learning acquired, with a view to obtaining the master’s degree. The report is structured into two complementary parts. The first part provides a theoretical framework for the methodologies and strategies adopted throughout the pedagogical practices, justifying the educational decisions made. The second part focuses on the description of lived experiences, characterizing the student groups and analyzing the impact of the implemented activities on children's learning. The Action Research methodology was a constant throughout the process, enabling the identification of specific group needs and the development of contextualized pedagogical responses. In this context, two projects were developed: one focused on promoting emotional expression and socio-emotional development in the pre-school setting, and another aimed at improving behaviour and student engagement in a primary classroom through behavioural management strategies and active methodologies. In summary, this report represents the beginning of my professional journey in education, consolidating the knowledge and skills acquired during pedagogical practice. The experiences lived allowed the refinement of teaching strategies and reinforced my vision of the importance of child-centred education, curricular adaptation, and collaboration between school and community.
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Prática pedagógica Investigação-ação Educação Pré-Escolar 1.º Ciclo Emoções Gestão comportamental Pedagogical practice Action research Pre-school Education Primary Education Emotions Behaviour management ducação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais