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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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| 4.73 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio reúne uma compilação de experiências pedagógicas acumuladas
durante o percurso de formação docente em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Neste documento, busca-se apresentar, de forma crítica e reflexiva, o trabalho desenvolvido ao
longo das práticas pedagógicas realizadas com um grupo de crianças numa instituição de Pré Escolar, com uma turma de primeiro e outra de quarto ano de uma escola do 1.º Ciclo do Ensino
Básico.
Estruturado em três partes distintas, este relatório começa por apresentar o Enquadramento
Teórico, onde é explanado o enquadramento normativo que regula a Educação Pré-Escolar e o
1.º Ciclo do Ensino Básico, bem como a importância da literatura infantil no desenvolvimento
das crianças e o papel crucial da Expressão Dramática e dos fantoches na facilitação da
aprendizagem. Ao utilizar de forma consistente a literatura infantil e a Expressão Dramática
como elementos centrais, não se procurou apenas enriquecer o ambiente educativo, mas
também facilitar o desenvolvimento de competências sociais, emocionais e cognitivas,
estimular a criatividade e promover uma compreensão mais abrangente do mundo por parte
das crianças/alunos. A segunda parte deste relatório aborda o Enquadramento Metodológico,
onde se discutem os fundamentos teóricos da Investigação-Ação, assim como as suas fases e
técnicas de recolha de dados. Por último, a terceira parte do documento centra-se na
Intervenção Pedagógica, que é analisada em função da natureza das práticas pedagógicas
realizadas, uma em contexto de Educação Pré-Escolar e outra no 1.º Ciclo do Ensino Básico.
Assim, procede-se a uma análise crítica das estratégias aplicadas nas experiências realizadas
durante a Prática Pedagógica, reconhecendo a sua relevância neste percurso de formação inicial
para a docência.
This internship report compiles a collection of pedagogical experiences accumulated throughout the teacher training journey in Early Childhood Education and the 1st Cycle of Basic Education. This document aims to present, in a critical and reflective manner, the work developed during the pedagogical practices carried out with a group of children in a preschool institution, as well as with a first-grade class and a fourth-grade class in a 1st Cycle Basic Education school. Structured in three distinct parts, this report begins with the Theoretical Framework, which explains the regulatory framework governing Early Childhood Education and the 1st Cycle of Basic Education, as well as the importance of children's literature in child development and the crucial role of Dramatic Expression and puppetry in facilitating learning. By consistently using children's literature and Dramatic Expression as central elements, the aim was not only to enrich the educational environment but also to facilitate the development of social, emotional, and cognitive skills, stimulate creativity, and promote a broader understanding of the world among the children/students. The second part of this report addresses the Methodological Framework, discussing the theoretical foundations of Action Research, including its phases and data collection techniques. Finally, the third part of the document focuses on the Pedagogical Intervention, which is analyzed based on the nature of the pedagogical practices conducted—one in the context of Early Childhood Education and the other in the 1st Cycle of Basic Education. Thus, a critical analysis of the strategies applied in the experiences carried out during the Pedagogical Practice is undertaken, recognizing their relevance in this initial teacher training journey.
This internship report compiles a collection of pedagogical experiences accumulated throughout the teacher training journey in Early Childhood Education and the 1st Cycle of Basic Education. This document aims to present, in a critical and reflective manner, the work developed during the pedagogical practices carried out with a group of children in a preschool institution, as well as with a first-grade class and a fourth-grade class in a 1st Cycle Basic Education school. Structured in three distinct parts, this report begins with the Theoretical Framework, which explains the regulatory framework governing Early Childhood Education and the 1st Cycle of Basic Education, as well as the importance of children's literature in child development and the crucial role of Dramatic Expression and puppetry in facilitating learning. By consistently using children's literature and Dramatic Expression as central elements, the aim was not only to enrich the educational environment but also to facilitate the development of social, emotional, and cognitive skills, stimulate creativity, and promote a broader understanding of the world among the children/students. The second part of this report addresses the Methodological Framework, discussing the theoretical foundations of Action Research, including its phases and data collection techniques. Finally, the third part of the document focuses on the Pedagogical Intervention, which is analyzed based on the nature of the pedagogical practices conducted—one in the context of Early Childhood Education and the other in the 1st Cycle of Basic Education. Thus, a critical analysis of the strategies applied in the experiences carried out during the Pedagogical Practice is undertaken, recognizing their relevance in this initial teacher training journey.
Description
Keywords
Educação Pré-Escolar Prática pedagógica Fantoches Literatura infantil 1.º Ciclo do Ensino Básico Expressão dramática Early childhood education Pedagogical practice Puppetry Children's literature 1st Cycle of Basic Education Dramatic expression Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais