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Relatório de estágio da intervenção pedagógica no infantário O Golfinho, na EB1/PE da Lombada e na EB1/PE com creche da Nazaré
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Abstract(s)
O presente relatório reflete uma série de experiências e vivências decorridas ao longo das três práticas pedagógicas que realizei, uma em contexto de Educação de Infância e duas em contexto do 1.º Ciclo do Ensino Básico. As práticas pedagógicas estavam inseridas no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico da Universidade da Madeira.
A primeira parte do relatório de estágio é constituída por componentes teóricas, desde aspetos associados à organização curricular e ao papel do docente, salientando a importância da reflexão, até outros pressupostos teóricos fundamentais para a realização específica dos meus estágios, onde destaca-se a aprendizagem ativa assente numa perspetiva construtivista e cooperativa, a diferenciação pedagógica, algumas caraterísticas específicas da primeira infância e do desenvolvimento da escrita ao longo do 1.ºCEB. A Investigação-ação enquanto pressuposto metodológico também foi abordada nesta primeira parte. A segunda parte espelha o percurso desenvolvido nas práticas pedagógicas, envolvendo a descrição de atividades e estratégias utilizadas, algumas reflexões de caráter avaliativo acerca do que foi realizado, ente outros aspetos associados. Na prática pedagógica I e II está comtemplado o desenvolvimento de um projeto de investigação-ação que teve como principal objetivo melhorar os contextos onde me inseri, sobretudo ao nível das aprendizagens das crianças, em aspetos onde denotei algumas fraquezas através da observação participante. Assim, ambos os projetos foram fundamentais ao desenvolvimento de uma prática consciente e adequada. A prática pedagógica III teve como principal foco desenvolver as nossas capacidades enquanto professores ao nível especifico das didáticas.
The present report reflects a series of experiments and experiences occurred in the period of the three pedagogical practices that I’ve done, one of them was done in the context of childhood education and the other two in the first cycle of basic education. These practices were part of the Masters degree in Preschool Education and Teaching of the 1st cycle of Basic Education of the University of Madeira. The first part of this report is constituted by theoretical components, from aspects associated with curriculum organization and the teachers role, pointing out the importance of the thought, to fundamental theorical assumptions for the specific performance of my internships, where active learning based on a constructivist and cooperative perspective stands out, the pedagogical differentiation and some specific characteristics of early childhood and the development of writing throughout the 1st Cycle of Basic Education. Action-research is also mentioned on this first part as a methodological assumption. The second part reflects the course developed in pedagogical practices, involving the description of activities and strategies used, some reflections of evaluative character about what was done from other associated aspects. In pedagogical practice I and II the development of an action research project in each of the valences is contemplated. They had as main objective to improve the contexts where I inserted myself, especially in the level of the learning of the children in aspects where I indicated some weaknesses through the participant observation. Both projects were fundamental to the development of a conscious and adequate practice. The last stage was focused on developing our capacities as teachers at the specific level of didactics
The present report reflects a series of experiments and experiences occurred in the period of the three pedagogical practices that I’ve done, one of them was done in the context of childhood education and the other two in the first cycle of basic education. These practices were part of the Masters degree in Preschool Education and Teaching of the 1st cycle of Basic Education of the University of Madeira. The first part of this report is constituted by theoretical components, from aspects associated with curriculum organization and the teachers role, pointing out the importance of the thought, to fundamental theorical assumptions for the specific performance of my internships, where active learning based on a constructivist and cooperative perspective stands out, the pedagogical differentiation and some specific characteristics of early childhood and the development of writing throughout the 1st Cycle of Basic Education. Action-research is also mentioned on this first part as a methodological assumption. The second part reflects the course developed in pedagogical practices, involving the description of activities and strategies used, some reflections of evaluative character about what was done from other associated aspects. In pedagogical practice I and II the development of an action research project in each of the valences is contemplated. They had as main objective to improve the contexts where I inserted myself, especially in the level of the learning of the children in aspects where I indicated some weaknesses through the participant observation. Both projects were fundamental to the development of a conscious and adequate practice. The last stage was focused on developing our capacities as teachers at the specific level of didactics
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Keywords
Prática pedagógica Aprendizagem ativa Investigação-ação Reflexão Pedagogical practice Active learning Action research Reflection Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais