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Relatório de estágio para obtenção do grau de mestre em educação pré-escolar e ensino do 1º ciclo do ensino básico
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Abstract(s)
O presente relatório de estágio visa a obtenção do grau de Mestre em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico e reúne os pressupostos teóricos e metodológicos que suportaram a intervenção pedagógica desenvolvida em contexto de estágio no 1.º Ciclo do Ensino Básico e na Educação Pré-escolar, na Escola Básica da Achada, situada no concelho do Funchal.
Estruturalmente dispõe de duas partes: enquadramento teórico e metodológico e intervenção pedagógica que, embora diferentes, complementam-se. Confere especial destaque aos desafios que advêm da implementação do currículo que, ainda na atualidade, é tido como oficial e único, evidenciando-se, por exemplo, as fragilidades da articulação entre a Educação Pré-escolar e o 1.º Ciclo do Ensino Básico. Contempla o processo de construção da identidade e profissionalidade docentes, bem como a metodologia de investigação-ação, enquanto proposta de construção do conhecimento profissional docente e consequente reflexividade. Integra ainda as estratégias do processo de Ensino-Aprendizagem que têm por base as experiências, motivações e conhecimentos prévios das crianças, com vista à efetivação de aprendizagens significativas. A parte referente à intervenção pedagógica espelha o desenvolvimento da ação nas duas valências. Contextualiza-se a instituição escolar, os ambientes e recursos educativos, bem como as atividades desenvolvidas. Reflete-se ainda acerca da pertinência das intervenções realizadas com a comunidade educativa. Por fim, procede-se às considerações finais que evidenciam a importância da adoção de uma atitude reflexiva para a profissão docente, salientando-se os aspetos que contribuíram para o crescimento e desenvolvimento pessoal e profissional durante a intervenção pedagógica.
This report aims to get a degree in Preschool Education and Primary School Teaching and brings together the theoretical and methodological assumptions which support the pedagogical intervention developed in the context of teacher training in the 1st Cycle of Basic Education and Preschool Education at Achada Basic School, located at municipality of Funchal. In its structure there are two parts: theoretical and methodological framework and pedagogical intervention which, although different, are complementary. It grants special emphasis on challenges arising from the Curriculum implementation that, even today, is considered official and unique, pointing for example, weaknesses in the articulation between pre-school education and the 1st cycle of Basic Education. It includes the construction process of teachers’ identity and professionalism, as well as the action research methodology as a proposal of teachers’ professional knowledge construction and consequent reflexivity. It also integrates the teaching-learning process strategies that are based on the experiences, motivations and prior knowledge of the children, aiming effective meaningful learning. In what concerns pedagogical intervention it reflects action development in both valences. It contextualizes the school institution, educational environments and resources, as well as developed activities. It also cogitates on the relevance of interventions with the educational community. Finally, it proceeds to the final considerations which highlight the importance of adopting a reflexive attitude towards the teaching profession by stressing the aspects that contributed to personal and professional growth and development during the pedagogical intervention.
This report aims to get a degree in Preschool Education and Primary School Teaching and brings together the theoretical and methodological assumptions which support the pedagogical intervention developed in the context of teacher training in the 1st Cycle of Basic Education and Preschool Education at Achada Basic School, located at municipality of Funchal. In its structure there are two parts: theoretical and methodological framework and pedagogical intervention which, although different, are complementary. It grants special emphasis on challenges arising from the Curriculum implementation that, even today, is considered official and unique, pointing for example, weaknesses in the articulation between pre-school education and the 1st cycle of Basic Education. It includes the construction process of teachers’ identity and professionalism, as well as the action research methodology as a proposal of teachers’ professional knowledge construction and consequent reflexivity. It also integrates the teaching-learning process strategies that are based on the experiences, motivations and prior knowledge of the children, aiming effective meaningful learning. In what concerns pedagogical intervention it reflects action development in both valences. It contextualizes the school institution, educational environments and resources, as well as developed activities. It also cogitates on the relevance of interventions with the educational community. Finally, it proceeds to the final considerations which highlight the importance of adopting a reflexive attitude towards the teaching profession by stressing the aspects that contributed to personal and professional growth and development during the pedagogical intervention.
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Keywords
Intervenção pedagógica Educação Pré-escolar 1.º Ciclo do Ensino Básico Reflexividade Ensino-aprendizagem Pedagogical intervention Pre-school Education 1st Cycle of Basic Education Reflexivity Teaching/Learning Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais