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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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Advisor(s)
Abstract(s)
O presente relatório de estágio é composto por duas partes fundamentais: um
enquadramento teórico e metodológico que tem por objetivo a compreensão, a análise e
o aprimoramento de saberes sobre toda a ação educativa desenvolvida e uma parte
pedagógica na qual estão compreendidas as diferentes práticas pedagógicas realizadas na
Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico. A prática pedagógica I ocorreu no
Jardim-Escola João de Deus na sala do Bibe Amarelo II; a prática pedagógica II foi
desenvolvida na vertente do Ensino Remoto de Emergência na turma do 1.º B; e a prática
pedagógica III na turma do 2.º B, sendo que as práticas pedagógicas II e III foram
realizadas na Escola Básica do 1.º Ciclo com Pré-Escolar de São Roque – Edifício do
Galeão.
Um docente deve ser um investigador na sua ação educativa e deve refletir sobre
as aprendizagens dos seus alunos diariamente. Então, com o intuito de realizar uma
intervenção educativa que fosse significativa para os alunos e que fosse ao encontro das
suas necessidades e interesses individuais e coletivos apliquei ao longo de todas as minhas
práticas pedagógicas a metodologia de investigação-ação.
Neste sentido, na prática pedagógica I foi realizado um projeto que contempla
estratégias especificas para responder à seguinte problemática: “Como é que as crianças
da sala do Bibe Amarelo II podem desenvolver a consciência fonológica?”. Na prática
pedagógica II, dado a pandemia atual denominada COVID-19 o estágio foi adaptado para
o Ensino Remoto de Emergência, no qual a estratégia adotada para puder desenvolver
conhecimentos e participar na aprendizagem dos alunos foi a vídeo-aula. Na prática
pedagógica III, realizei um projeto de investigação-ação e incorporei nas minhas
planificações pedagógicas, estratégias que pudessem responder à seguinte questão:
“Como é que os alunos do 2.º ano da turma B, podem desenvolver competências de
cidadania e de convivência?”.
The present internship report is composed by two fundamental parts: a theoretical and methodological framework that aims to understand, analyze and improve knowledge about the entire educational action developed and a pedagogical part in which the diferente pedagogical practices carried out are comprise in Pre-School and 1st Cycle of Basic Education. The pedagogical practice II took place at Jardim-Escola João de Deus in the room of Bibe Amarelo II; the pedagogical pratice II was developed in the context of Remote Emergency Teaching in the 1st B class; and the pegagogical pratice III in the 2nd B, both pedagogical pratices II na III were carried out at 1st Cycle Basic School with Pre-School of São Roque – Edifício do Galeão. A teacher must be an investigator in ther educational action and must reflect on their student’s learning on a daily basis. So, in order to carry out an educational intervention that would be meaningful to the students and that would acomplish their individual and collective needs and interests, i applied the research-action methodology throughhout all my pedagogical pratices. In this sense, in pedagogical pratice I, a projet was carried out that contemplates specific strategies to respond to the following issue: “How can the children in Bibe Amarelo II room develop phonological awareness?”. In pedagogical practice II, given the current pandemic called COVID-19, the internship was adapted for Remote Emergency teaching, in which the strategy adopted to develop knowledge and participate in student learning was the video-class. In pedagogical pratice III, i carried out na action research project and incorporated strategies in my pedagogical plan that could answer the following question: “How can 2nd year students in class B develop citizenship and coexistence skills?”.
The present internship report is composed by two fundamental parts: a theoretical and methodological framework that aims to understand, analyze and improve knowledge about the entire educational action developed and a pedagogical part in which the diferente pedagogical practices carried out are comprise in Pre-School and 1st Cycle of Basic Education. The pedagogical practice II took place at Jardim-Escola João de Deus in the room of Bibe Amarelo II; the pedagogical pratice II was developed in the context of Remote Emergency Teaching in the 1st B class; and the pegagogical pratice III in the 2nd B, both pedagogical pratices II na III were carried out at 1st Cycle Basic School with Pre-School of São Roque – Edifício do Galeão. A teacher must be an investigator in ther educational action and must reflect on their student’s learning on a daily basis. So, in order to carry out an educational intervention that would be meaningful to the students and that would acomplish their individual and collective needs and interests, i applied the research-action methodology throughhout all my pedagogical pratices. In this sense, in pedagogical pratice I, a projet was carried out that contemplates specific strategies to respond to the following issue: “How can the children in Bibe Amarelo II room develop phonological awareness?”. In pedagogical practice II, given the current pandemic called COVID-19, the internship was adapted for Remote Emergency teaching, in which the strategy adopted to develop knowledge and participate in student learning was the video-class. In pedagogical pratice III, i carried out na action research project and incorporated strategies in my pedagogical plan that could answer the following question: “How can 2nd year students in class B develop citizenship and coexistence skills?”.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Consciência fonológica Cidadania e convivência Pre-school Education 1st Cycle of Basic Education Pedagogical practices Research-action Citizenship and coexistence Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais