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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 presente Relatório incide sobre a Prática Pedagógica, que decorreu em três Instituições de Ensino Público, nomeadamente, EB1/PE de São Martinho (sala dos 4/5 anos); EB1/PE da Ladeira, (1.º ano de escolaridade); e EB1/PE com Creche da Nazaré (3.º ano de escolaridade), durante os anos letivos 2016/2017 (pré-escolar e 1.º ano) e 2017/2018 (3.º ano). Este trabalho tem como principal objetivo a explanação de toda a Prática Pedagógica, focando aspetos relacionados com a caraterização dos contextos educativos e procurando compreender a natureza da função docente, a partir da análise das Orientações Curriculares para o Pré-Escolar, dos Programas e Metas Curriculares para o 1.º Ciclo do Ensino Básico e da revisão da literatura dos principais contributos pedagógicos. Na Prática Educativa em contexto de Pré-Escolar, a metodologia de investigaçãoação foi utilizada, uma vez que representa a possibilidade de granjear uma aprendizagem significativa de cada criança. Para isso, reflete-se sobre a questão: “Como é que o “brincar” pode influenciar a aprendizagem no grupo de crianças da Pré III?”. Assim, para responder a esta questão-problema, utilizaram-se estratégias de intervenção pedagógica promotoras do brincar, nomeadamente o respeitar o tempo das crianças, para que elas pudessem usufruir de momentos de brincadeira livre, com a sua participação intencional e espontânea e, ainda, orientando a atenção da criança com o objetivo de promover uma maior aprendizagem. Em todas estas circunstâncias, privilegiou-se o estímulo para a brincadeira, com o recurso a materiais diversos e apoiando as crianças nas suas escolhas, explorações e descobertas. O fundamental era, sobretudo, incentivar a curiosidade natural de cada criança, criando condições para que “aprendesse a aprender”. Neste contexto, as diferentes áreas foram abordadas de forma globalizante e integrada, aliando momentos de brincadeira espontânea a aprendizagens significativas. Na Prática Educativa em Contexto de 1.º Ciclo, procurou-se proporcionar atividades que contribuíssem significativamente para a obtenção e aprofundamento dos conhecimentos dos alunos, não sendo seguida a metodologia anteriormente referida, pois centrou-se, fundamentalmente, em questões didáticas.
This Report focuses on Educational Practice, which took place in three Public Education Institutions: EB1/PE of São Martinho (4/5 years classroom); EB1/PE of Ladeira (1st year of schooling); and EB1/PE with Nursery of Nazaré (3rd year of schooling), during the academic year 2016/2017 (pre-school and 1st year) and 2017/2018 (3rd year). This work has as main objective the explanation of the whole Pedagogical Practice, focusing aspects related to the characterization of the educational contexts and trying to understand the nature of the teaching function, from the analysis of the Curricular Orientations for the Pre-School, Programs and Curricular Goals for the 1st Cycle of Basic Education and the literature review of the main pedagogical contributions. In Educational Practice in Pre-School Context, the action-research methodology was used, since it represents the possibility of achieving meaningful learning for each child. For that, we reflected about the question: "How can" play "influence learning in the Pre III children group?". In order to respond to this problem question, pedagogical intervention strategies were used to promote play, namely the respect of children's time, so that they could enjoy moments of free play, with their intentional and spontaneous participation, and still orienting the attention of child with the aim of promoting greater learning. In all these circumstances, encouragement was given to play, using various materials and supporting children in their choices, explorations and discoveries. The key was, above all, to encourage the natural curiosity of each child, creating conditions for them to "learn to learn". In this context, the different areas were approached globally and integrated, combining moments of spontaneous play with significant learning. In 1st Cyle Supervised Educational Practice Context, it was sought to provide activities that contributed significantly to the attainment and deepening of students' knowledge, not following the methodology previously mentioned, since it focused mainly on didactic issues.
This Report focuses on Educational Practice, which took place in three Public Education Institutions: EB1/PE of São Martinho (4/5 years classroom); EB1/PE of Ladeira (1st year of schooling); and EB1/PE with Nursery of Nazaré (3rd year of schooling), during the academic year 2016/2017 (pre-school and 1st year) and 2017/2018 (3rd year). This work has as main objective the explanation of the whole Pedagogical Practice, focusing aspects related to the characterization of the educational contexts and trying to understand the nature of the teaching function, from the analysis of the Curricular Orientations for the Pre-School, Programs and Curricular Goals for the 1st Cycle of Basic Education and the literature review of the main pedagogical contributions. In Educational Practice in Pre-School Context, the action-research methodology was used, since it represents the possibility of achieving meaningful learning for each child. For that, we reflected about the question: "How can" play "influence learning in the Pre III children group?". In order to respond to this problem question, pedagogical intervention strategies were used to promote play, namely the respect of children's time, so that they could enjoy moments of free play, with their intentional and spontaneous participation, and still orienting the attention of child with the aim of promoting greater learning. In all these circumstances, encouragement was given to play, using various materials and supporting children in their choices, explorations and discoveries. The key was, above all, to encourage the natural curiosity of each child, creating conditions for them to "learn to learn". In this context, the different areas were approached globally and integrated, combining moments of spontaneous play with significant learning. In 1st Cyle Supervised Educational Practice Context, it was sought to provide activities that contributed significantly to the attainment and deepening of students' knowledge, not following the methodology previously mentioned, since it focused mainly on didactic issues.
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Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Desenvolvimento curricular Brincar Pre-school Education 1st Cycle of Basic Education Curricular development Play Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais