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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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| 3.87 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este relatório é uma reflexão das minhas experiências, nas práticas pedagógicas
no âmbito do Mestrado em Educação Pré-escolar e 1.º Ciclo do Ensino Básico. Neste
sentido, procuro evidenciar e refletir sobre o trabalho que desenvolvi durante esse
percurso sob a supervisão dos meus orientadores, na Escola Básica do 1.º Ciclo com Pré Escolar da Achada (numa sala de pré-escolar), na Escola Básica do 1º. Ciclo com Pré Escolar da Ladeira (numa turma de 4.º ano) e na Escola Básica Visconde Cacongo (numa
turma de 2.º ano).
Assim considero pertinente a existência de uma parte teórica e metodológica e
uma parte reflexiva sobre a minha intervenção pedagógica. Neste sentido o presente
relatório é constituído por três partes subdividida em capítulos. A primeira parte refere se ao enquadramento teórico e a segunda diz respeito ao enquadramento metodológico,
ambas são os fundamentos, os alicerces da minha prática. Assim nestas duas partes,
encontramos a fundamentação das minhas ações, bem como a metodologia utilizada
durante toda a minha prática.
Na terceira parte é explorada e refletida a minha intervenção pedagógica, tendo foco
nas questões orientadoras: “De que forma as crianças da Sala dos Cristais podem
promover a convivência democrática?” e “Como desenvolver a leitura e a escrita na turma
do 2º. Ano A?”. Assim as temáticas mais exploradas na minha prática foram a
convivência democrática e a importância da leitura e da escrita, sendo estabelecidas
estratégias que foram implementadas nas atividades, de modo a atenuar as lacunas
encontradas. Ainda nesta parte apresento os resultados obtidos e uma reflexão do que
poderia ter sido feito para melhorar a minha prática.
A realização deste relatório permitiu refletir e expor as estratégias adotadas, que
possibilitaram desenvolver e motivar as crianças para as diversas aprendizagens. Também
aprendi que a nossa vida é um processo paciente, confiante, afetuoso e permanente de
aprendizagem.
This report reflects my experiences in pedagogical practices in the scope of the master’s degree in Pre-school Education and Primary School. In this sense, I try to highlight and reflect on the work I did during this course under the supervision of my supervisors, in the Achada Primary School with Pre-School (in a pre-school room), in the Primary School with Pre-School of Ladeira (in a 4th grade class), and in the Primary School with Pre-School of Ladeira (in a 4th grade class). Ladeira Primary School and Pre-School (in a 4th grade class) and Visconde Cacongo Primary School (in a 2nd grade class). Thus, I consider pertinent the existence of a theoretical and methodological part and a reflective part about my pedagogical intervention. In this sense, this report consists of three parts subdivided into chapters. The first part refers to the theoretical framework and the second part refers to the methodological framework, both are the fundamentals, the foundations of my practice. Thus, in these two parts, we find the rationale for my actions, as well as the methodology used throughout my practice. In the third part my pedagogical intervention is explored and reflected upon, focusing on the guiding questions, "In what ways can the children in the Crystal Room promote democratic coexistence?" and "How to develop reading and writing in the class of 2nd. Year A?". Thus, the most explored themes in my practice were the democratic coexistence and the importance of reading and writing, being established strategies that were implemented in the activities, to mitigate the gaps found. Also, in this part I present the results obtained and a reflection on what could have been done to improve my practice. The completion of this report allowed me to reflect and expose the strategies adopted, which made it possible to develop and motivate the children for various learning experiences. I also learned that our life is a patient, confident, loving and permanent learning process.
This report reflects my experiences in pedagogical practices in the scope of the master’s degree in Pre-school Education and Primary School. In this sense, I try to highlight and reflect on the work I did during this course under the supervision of my supervisors, in the Achada Primary School with Pre-School (in a pre-school room), in the Primary School with Pre-School of Ladeira (in a 4th grade class), and in the Primary School with Pre-School of Ladeira (in a 4th grade class). Ladeira Primary School and Pre-School (in a 4th grade class) and Visconde Cacongo Primary School (in a 2nd grade class). Thus, I consider pertinent the existence of a theoretical and methodological part and a reflective part about my pedagogical intervention. In this sense, this report consists of three parts subdivided into chapters. The first part refers to the theoretical framework and the second part refers to the methodological framework, both are the fundamentals, the foundations of my practice. Thus, in these two parts, we find the rationale for my actions, as well as the methodology used throughout my practice. In the third part my pedagogical intervention is explored and reflected upon, focusing on the guiding questions, "In what ways can the children in the Crystal Room promote democratic coexistence?" and "How to develop reading and writing in the class of 2nd. Year A?". Thus, the most explored themes in my practice were the democratic coexistence and the importance of reading and writing, being established strategies that were implemented in the activities, to mitigate the gaps found. Also, in this part I present the results obtained and a reflection on what could have been done to improve my practice. The completion of this report allowed me to reflect and expose the strategies adopted, which made it possible to develop and motivate the children for various learning experiences. I also learned that our life is a patient, confident, loving and permanent learning process.
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Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Aprendizagem Investigação-ação Ensino à distância Preschool Education Primary School Learning Action research Distance learning Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais