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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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Abstract(s)
O relatório apresentado descreve o percurso de todas as minhas Práticas Pedagógicas, que decorreram entre outubro de 2017 e dezembro de 2018. Estas foram realizadas na Escola do 1.º Ciclo com Pré-Escolar Ribeiro Domingos Dias e na Escola do 1.º Ciclo com Pré-Escolar da Achada. A Prática Pedagógica I decorreu de outubro a dezembro de 2017 na sala da Pré-B, com crianças de cinco anos, a Prática Pedagógica II de abril a junho de 2018 e por último a Prática Pedagógica III teve início em outubro de 2018 e terminou em dezembro desse mesmo ano. É de realçar a importância dos pressupostos teóricos que sustentam a ação pedagógica desenvolvida, articulando deste modo a teoria à prática. A terceira parte diz respeito aos contextos educativos e às atividades que foram desenvolvidas e realizadas de acordo com a teoria apresentada. No contexto de Educação Pré-Escolar foi desenvolvido um projeto de investigação-ação e após a primeira semana de observação, surgiu a questão: “De que forma o trabalho colaborativo irá contribuir para a progressão das aprendizagens nas crianças da sala da Pré-B?” esta questão foi fundamental para o trabalho e para as estratégias desenvolvidas no grupo, teve como objetivo a melhoria das aprendizagens, por esse motivo o trabalho colaborativo auxiliou as aprendizagens das crianças. No 1.ºCEB, nas Práticas Pedagógicas II e III foram desenvolvidas trajetórias didáticas com interligações sistemáticas dos conteúdos abordados com o envolvimento dos alunos nos desafios que emergiam através da planificação de atividades, dos processos de aprendizagem e de toda a dinâmica que surgia nas turmas. O objetivo primordial de todo o trabalho desenvolvido durante as minhas intervenções, foi no sentido de promover a aprendizagem para os três grupos de crianças e alunos.
The following report describes the course of all my Pedagogical Practices, which took place between October 2017 and December 2018. These were held in the Primary School with Preschool Ribeiro Domingos Dias and in the Primary School with Achada Preschool. My first Pedagogical Practice happened from October to December 2017 in the Pre-B room, with five years old children, Pedagogical Practice II from April to June 2018 and at last Pedagogical Practice III began in October 2018 and ended in December of that same year. It is important to emphasize the importance of the theoretical presuppositions that support the developed pedagogical action, thus articulating theory and practive. The third part concerns the educational contexts and the developed activities carried out according to the presented theory. In the preschool context an action research was eleborated and after the first week of observation, the question that started the investigation began: “In what way will the collaborative work contribute to the progression of learning in the children of the Pre-B?” This issue was fundamental to the work and to the strategies developed in the group had the objective of improving the learning. For that reason the collaborative work helped the children’s learning. In the 1st CEB, Pedagogical Practices II and III didactic trajectories were developed with systematic interconnections of the content addressed with the students' involvement in the challenges that emerged through the planning of activities and learning processes and all the Dynamics that emerged in the classes. The main objective of all the work developed during my interventions was to promote learning for the three groups of children.
The following report describes the course of all my Pedagogical Practices, which took place between October 2017 and December 2018. These were held in the Primary School with Preschool Ribeiro Domingos Dias and in the Primary School with Achada Preschool. My first Pedagogical Practice happened from October to December 2017 in the Pre-B room, with five years old children, Pedagogical Practice II from April to June 2018 and at last Pedagogical Practice III began in October 2018 and ended in December of that same year. It is important to emphasize the importance of the theoretical presuppositions that support the developed pedagogical action, thus articulating theory and practive. The third part concerns the educational contexts and the developed activities carried out according to the presented theory. In the preschool context an action research was eleborated and after the first week of observation, the question that started the investigation began: “In what way will the collaborative work contribute to the progression of learning in the children of the Pre-B?” This issue was fundamental to the work and to the strategies developed in the group had the objective of improving the learning. For that reason the collaborative work helped the children’s learning. In the 1st CEB, Pedagogical Practices II and III didactic trajectories were developed with systematic interconnections of the content addressed with the students' involvement in the challenges that emerged through the planning of activities and learning processes and all the Dynamics that emerged in the classes. The main objective of all the work developed during my interventions was to promote learning for the three groups of children.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Desenvolvimento curricular Investigação-ação Trabalho colaborativo Pre-school Education Primary School Education Curricular development Collaborative work Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais