Loading...
Publication
Relatório de estágio para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.36 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Entenda-se o presente relatório como um compêndio do conhecimento profissional prático concebido ao longo de um percurso de formação docente em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Segmentado em três partes distintas que se complementam mutuamente, este relatório ostenta um enquadramento dos diferentes contextos educativos experienciados, procurando partilhar, descrever, questionar e refletir sobre as práticas pedagógicas desenvolvidas. Integradas em extensões de observação e intervenção, estas realizaram-se na Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Nazaré, na Sala das Borboletas e com a turma 2.ºA, e na Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, com a turma 3.ºA.
Sendo evidente que a ação educativa se edifica em torno de uma intencionalidade didática e pedagógica, estas práticas sustentam-se em pressupostos teóricos que foram paulatinamente alvo de aprofundamento em contexto prático e que são aqui criticamente apresentados.
Ainda, defende-se uma atitude emancipatória por parte do docente, enquanto investigador, ao patentear uma conceção metodológica da investigação-ação que se desenvolveu na prática educativa, tanto na valência Pré-Escolar, orientada pela questão “Como assegurar a contínua articulação entre a Educação Pré-Escolar e o 1.º Ciclo do Ensino Básico, na Sala das Borboletas?”, como no 1.º Ciclo do Ensino Básico, considerando a questão-problema “Como poderão os alunos da turma 3.º A motivar-se na construção da sua aprendizagem?”.
Assim, este relatório culmina numa particular análise da ação educativa que resulta de uma multiplicidade de estratégias que foram sendo desenvolvidas em conformidade com a revisão literária, os objetivos definidos para cada prática pedagógica e as caraterísticas, interesses e necessidades de cada criança.
The present report can be understood as a compendium of practical professional knowledge conceived along a course of teacher formation in Pre-school Education and Teaching of the 1st Cycle of Basic Education. Segmented into three distinct parts that complement each other, this report shows a framework of the different educational contexts experienced, trying to share, describe, question and reflect on the pedagogical practices developed. Integrated into observation and intervention extensions, these took place in Escola Básica do 1.º Ciclo com PréEscolar e Creche da Nazaré, in Sala das Borboletas and with the class 2nd A, and in Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, with the class 3rd A. Being evident that the educational action is built around a didactic and pedagogical intentionality, these practices are based on theoretical assumptions that have been gradually deepened in a practical context and are critically presented here. Furthermore, an emancipatory attitude is defended on the part of the teacher, as a researcher, by patenting a methodological conception of action research that was developed in the educational practice, both in the Pre-School valency, guided by the question "How to ensure the continuous articulation between Pre-School Education and the 1st Cycle of Basic Education, in Sala das Borboletas?", as in the 1st Cycle of Basic Education, considering the problem question "How can the students of the class 3rd A motivate themselves in the construction of their learning?”. Thus, this report concludes in a particular analysis of the educational action that results from a multiplicity of strategies that have been developed according to literary revision, the objectives defined for each pedagogical practice and the characteristics, interests and needs of each child.
The present report can be understood as a compendium of practical professional knowledge conceived along a course of teacher formation in Pre-school Education and Teaching of the 1st Cycle of Basic Education. Segmented into three distinct parts that complement each other, this report shows a framework of the different educational contexts experienced, trying to share, describe, question and reflect on the pedagogical practices developed. Integrated into observation and intervention extensions, these took place in Escola Básica do 1.º Ciclo com PréEscolar e Creche da Nazaré, in Sala das Borboletas and with the class 2nd A, and in Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, with the class 3rd A. Being evident that the educational action is built around a didactic and pedagogical intentionality, these practices are based on theoretical assumptions that have been gradually deepened in a practical context and are critically presented here. Furthermore, an emancipatory attitude is defended on the part of the teacher, as a researcher, by patenting a methodological conception of action research that was developed in the educational practice, both in the Pre-School valency, guided by the question "How to ensure the continuous articulation between Pre-School Education and the 1st Cycle of Basic Education, in Sala das Borboletas?", as in the 1st Cycle of Basic Education, considering the problem question "How can the students of the class 3rd A motivate themselves in the construction of their learning?”. Thus, this report concludes in a particular analysis of the educational action that results from a multiplicity of strategies that have been developed according to literary revision, the objectives defined for each pedagogical practice and the characteristics, interests and needs of each child.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Crítica Reflexão Pre-school Education 1st Cycle of Basic Education Pedagogical practice Research-action Criticism Reflection Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais