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Orientador(es)
Resumo(s)
O presente relatório de estágio foi desenvolvido no âmbito do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, tendo como principal
objetivo a obtenção do grau de mestre. Este documento estrutura-se em duas partes
complementares: o Enquadramento Teórico e Metodológico, que sustenta as opções
pedagógicas adotadas e a Intervenção Pedagógica, que descreve e reflete criticamente as
práticas desenvolvidas ao longo das três Práticas Pedagógicas, realizadas em contextos
distintos: a Educação Pré-Escolar e o 1.º Ciclo do Ensino Básico.
Através de uma abordagem reflexiva e investigativa, foram implementadas
metodologias como a Investigação-Ação e o Trabalho de Projeto, que permitiram
responder a problemáticas emergentes dos contextos educativos. Na Pré-Escolar, o
projeto “Somos Feitos de Emoções” promoveu o desenvolvimento emocional das
crianças, através da criação de um cantinho das emoções e de atividades de expressão
emocional. No 1.º Ciclo, destacaram-se projetos como a Escrita Criativa e a Educação
para os Primeiros Socorros, que fomentaram a autonomia, a criatividade, a literacia e a
cidadania ativa dos alunos.
As práticas pedagógicas foram orientadas por princípios de inclusão, participação
ativa e aprendizagem significativa, valorizando o papel do professor como mediador e
facilitador do processo educativo. A planificação intencional, a avaliação formativa e o
recurso a metodologias ativas revelaram-se fundamentais para promover o envolvimento
dos alunos e a construção de saberes com sentido. Este relatório reflete, assim, um
percurso de crescimento pessoal e profissional, marcado pela construção de
competências, pela reflexão crítica e pelo compromisso com uma educação centrada na
criança.
This internship report was developed within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, with the main objective of obtaining the master's degree in these educational areas. It is structured in two complementary parts: the Theoretical and Methodological Framework, which supports the pedagogical choices adopted, and the Pedagogical Intervention, which critically describes and reflects on the practices developed throughout the three Pedagogical Practices, carried out in different contexts of Pre-School and 1st Cycle of Basic Education. Through a reflective and investigative approach, methodologies such as Action Research and Project-Based Learning were implemented, allowing responses to emerge from the specific needs of each educational context. In Pre-School, the project “We Are Made of Emotions” promoted children’s emotional development through the creation of an “emotion corner” and expressive activities. In the 1st Cycle, projects such as Creative Writing and First Aid Education stood out, fostering students’ autonomy, creativity, literacy, and active citizenship. The pedagogical practices were guided by principles of inclusion, active participation, and meaningful learning, valuing the teacher’s role as a mediator and facilitator of the educational process. Intentional planning, formative assessment, and the use of active methodologies proved essential to promote student engagement and the construction of meaningful knowledge. This report reflects a path of personal and professional growth, marked by the development of skills, critical reflection, and a strong commitment to child-centered education.
This internship report was developed within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, with the main objective of obtaining the master's degree in these educational areas. It is structured in two complementary parts: the Theoretical and Methodological Framework, which supports the pedagogical choices adopted, and the Pedagogical Intervention, which critically describes and reflects on the practices developed throughout the three Pedagogical Practices, carried out in different contexts of Pre-School and 1st Cycle of Basic Education. Through a reflective and investigative approach, methodologies such as Action Research and Project-Based Learning were implemented, allowing responses to emerge from the specific needs of each educational context. In Pre-School, the project “We Are Made of Emotions” promoted children’s emotional development through the creation of an “emotion corner” and expressive activities. In the 1st Cycle, projects such as Creative Writing and First Aid Education stood out, fostering students’ autonomy, creativity, literacy, and active citizenship. The pedagogical practices were guided by principles of inclusion, active participation, and meaningful learning, valuing the teacher’s role as a mediator and facilitator of the educational process. Intentional planning, formative assessment, and the use of active methodologies proved essential to promote student engagement and the construction of meaningful knowledge. This report reflects a path of personal and professional growth, marked by the development of skills, critical reflection, and a strong commitment to child-centered education.
Descrição
Palavras-chave
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Trabalho de projeto Aprendizagem significativa Pre-School Education 1st Cycle of Basic Educatio Pedagogical practice Action researc Project-based learning Meaningful learning Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais