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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)
Este relatório expõe, como propósito primordial, uma reflexão sobre a intervenção pedagógica protagonizada por mim. Aqui, pretende-se explanar os pressupostos metodológicos e teóricos que orientaram a atuação pedagógica, em consonância com as experiências e atividades desenvolvidas na Sala Laranja do Externato Princesa Dona Maria Amélia e Infantário Rainha Sílvia; no 2.º ano, turma A, da Escola Básica do 1º Ciclo com Pré-Escolar e Creche da Nazaré; e no 4.º ano, turma A, da Escola Básica 1º Ciclo e Pré-escolar da Ladeira. O culminar deste relatório significa a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Aqui, escrutinar-se-á sobre as aprendizagens efetuadas, centradas numa metodologia de investigaçãoação, sobretudo ao nível do pré-escolar, permitindo a capacidade de investigação e reflexão durante e sobre o processo de ensino-aprendizagem. Dessa capacidade resultaram intervenções planeadas e sustentadas em constantes e evolutivas reflexões e avaliação dos métodos utilizados. Do período de observação inicial, em contexto de pré-escolar, surgiu uma questão-problema: “Como poderei desenvolver as relações intersociais e o sentido de competitividade saudável com o grupo da sala laranja?”. A resposta a essa questão resultou de uma panóplia de estratégias que permitiram o desenvolvimento de capacidades de cooperação entre os colegas. Importa, ainda, assinalar que a ação pedagógica teve como ponto basilar o impulsionamento de cada criança e cada aluno como os principais agentes principais do seu percurso educativo.
This report presents, as a primary purpose, a reflection on the pedagogical intervention carried out by me. Here, we intend to explain the methodological and theoretical assumptions that guided the pedagogical performance, in line with the experiences and activities developed, in the Sala Laranja of the Externato Princesa Dona Maria Amélia and Infantário Rainha Sílvia, in the 2nd year, class A, of the Basic School of the 1st Cycle with Pre-School and Nursery of Nazaré and in the 4th year, class A, of the Basic School 1st Cycle and Preschool of Ladeira. The culmination of this report means obtaining the master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Here, it will be scrutinized on the lessons learned, centered on a research-action methodology, especially at the preschool level, allowing the capacity for research and reflection during and about the teaching-learning process. This capacity resulted in planned and sustained interventions in constant and evolutionary reflections and evaluation of the methods used. From the initial observation period, in the pre-school context, a problem question emerged: "How can I develop inter-social relations and a sense of healthy competitiveness with the Sala Laranja group?" The answer to this question resulted from a panoply of strategies that allowed the development of cooperation capacities among colleagues. It is also important to point out that the pedagogical action had as basic point the impulse of each child and each student as the main agents of their educational path.
This report presents, as a primary purpose, a reflection on the pedagogical intervention carried out by me. Here, we intend to explain the methodological and theoretical assumptions that guided the pedagogical performance, in line with the experiences and activities developed, in the Sala Laranja of the Externato Princesa Dona Maria Amélia and Infantário Rainha Sílvia, in the 2nd year, class A, of the Basic School of the 1st Cycle with Pre-School and Nursery of Nazaré and in the 4th year, class A, of the Basic School 1st Cycle and Preschool of Ladeira. The culmination of this report means obtaining the master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Here, it will be scrutinized on the lessons learned, centered on a research-action methodology, especially at the preschool level, allowing the capacity for research and reflection during and about the teaching-learning process. This capacity resulted in planned and sustained interventions in constant and evolutionary reflections and evaluation of the methods used. From the initial observation period, in the pre-school context, a problem question emerged: "How can I develop inter-social relations and a sense of healthy competitiveness with the Sala Laranja group?" The answer to this question resulted from a panoply of strategies that allowed the development of cooperation capacities among colleagues. It is also important to point out that the pedagogical action had as basic point the impulse of each child and each student as the main agents of their educational path.
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Keywords
Crianças Educação Pré-escolar 1.º Ciclo do Ensino Básico Investigação-ação Relações intersociais Competitividade saudável Children Pre-school Education 1st Cycle of Basic Education Research-action Intersocial relationships Healthy competitiveness Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais