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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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| 4.35 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio reflete e descreve o percurso desenvolvido durante as três práticas pedagógicas, que ocorreram entre o dia 10 de outubro de 2016 e o dia 6 de dezembro de 2017, através de um compêndio, por um lado teórico e por outro lado expositivo e crítico. Neste sentido, este relatório está dividido em duas partes que se complementam, a primeira parte congrega um conjunto de pressupostos teóricos que estiveram na base de toda a ação pedagógica e a segunda parte ilustra os contextos educativos e as atividades que foram concretizadas de acordo com a teoria elencada. Relativamente às intervenções pedagógicas, estas foram realizadas na Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, mais precisamente na sala da Pré II e na Escola Básica do 1.º Ciclo com Pré e Creche da Ribeira Brava, com as turmas do 1.º A e do 4.º A. Importa destacar que os propósitos da metodologia de Investigação-Ação nortearam, maioritariamente, todas as intervenções, contudo estiveram mais patentes no decorrer da Prática Pedagógica I e da Prática Pedagógica II. Assim, após conhecer os interesses e as necessidades das crianças da sala da Pré II elaborei a seguinte questão problema: “Como criar um clima propício para desenvolver a comunicação oral das crianças da sala da Pré II?”. Do mesmo modo, na Prática Pedagógica II ocorreu um ciclo de reflexão e ação em torno da subsequente questão de Investigação-Ação: “Que estratégias poderão ser utilizadas para motivar a atenção do grupo de alunos do 1.º A?”. Note-se que estas duas questões problema deram origem a dois projetos de investigação distintos, nos quais se pretendia implementar estratégias didáticas diversificadas, de modo a responder às questões supracitadas e a promover aprendizagens contextualizadas, significativas e ativas.
This internship report reflects and describes the course developed during the three pedagogical stages that happened between 10th October 2016 and 6th December 2017, through a compendium, one side was theoretical and the other side was Critical. This way, this report is divided into two parts that complement each other. The first part brings together a set of theoretical conjectures that have been the basis of all pedagogical action and the second part illustrates the educational contexts and activities that have been Implemented according to the categorized theory. With regard to pedagogical interventions, these were carried out on the primary school “Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira” precisely in the pre-II room and in the “Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Ribeira Brava”, with the classes of 1st class A and 4th class A. It’s also important to note that the purposes of the methodology of research-action guided, mostly, all interventions, however were more patents in the course of pedagogical practice I and pedagogical practice II. So, after knowing the interests and needs of the children in the Pre II room i made out the following question: "How to create a favorable climate to develop the oral communication of children in the pre-II room?". The same way, in pedagogical practice II there was a cycle of reflection and action around the subsequent question of researchaction: “What strategies can be used to motivate the attention of the group of students of the 1st class A?”. We should highlight that these two questions have resulted in two separate research projects, which were intended to implement diversified didactic strategies in order to respond to the above issues and to promote learning contextualized, meaningful and active.
This internship report reflects and describes the course developed during the three pedagogical stages that happened between 10th October 2016 and 6th December 2017, through a compendium, one side was theoretical and the other side was Critical. This way, this report is divided into two parts that complement each other. The first part brings together a set of theoretical conjectures that have been the basis of all pedagogical action and the second part illustrates the educational contexts and activities that have been Implemented according to the categorized theory. With regard to pedagogical interventions, these were carried out on the primary school “Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira” precisely in the pre-II room and in the “Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Ribeira Brava”, with the classes of 1st class A and 4th class A. It’s also important to note that the purposes of the methodology of research-action guided, mostly, all interventions, however were more patents in the course of pedagogical practice I and pedagogical practice II. So, after knowing the interests and needs of the children in the Pre II room i made out the following question: "How to create a favorable climate to develop the oral communication of children in the pre-II room?". The same way, in pedagogical practice II there was a cycle of reflection and action around the subsequent question of researchaction: “What strategies can be used to motivate the attention of the group of students of the 1st class A?”. We should highlight that these two questions have resulted in two separate research projects, which were intended to implement diversified didactic strategies in order to respond to the above issues and to promote learning contextualized, meaningful and active.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Investigação-ação Aprendizagem significativa Transdisciplinaridade Trabalho cooperativo Pre-school Education 1st Cycle of Basic Education Investigation-action Meaningful learning Transdisciplinarity Cooperative work Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais