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Relatório de estágio apresentado à Universidade da Madeira para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 4.88 MB | Adobe PDF |
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Abstract(s)
O presente relatório representa o culminar da minha formação inicial docente e descreve as experiências vivenciadas nos estágios pedagógicos realizados no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Assim, serão relatadas e analisadas as intervenções pedagógicas realizadas na vertente de Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico. O relatório apresenta um conjunto de pressupostos teóricos e metodológicos que sustentaram as práticas pedagógicas realizadas na Escola Básica do 1.º Ciclo com PréEscolar da Achada, na Sala dos Super Amigos, com crianças na faixa etária entre os três e os seis anos, na Escola Básica do 1.º, 2.º e 3.º Ciclos com Pré-Escolar Bartolomeu Perestrelo, com a turma 3.º B e na Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Nazaré, com a turma 1.º C. As duas práticas pedagógicas iniciais tiveram como metodologia basilar a Investigação-Ação, no âmbito da qual emergiram as questões de investigação: De que forma a diferenciação pedagógica pode beneficiar a aprendizagem das crianças da Sala dos Super Amigos?, no caso da valência de Pré-Escolar, e De que modo se pode promover e incrementar a escrita criativa dos alunos da turma 3.º B?, no caso do 1.º Ciclo do Ensino Básico. Assim, toda a ação educativa teve como enfoque o estudo e a busca de resposta para as problemáticas identificadas, com vista a beneficiar o processo de ensino-aprendizagem das crianças. O terceiro estágio, realizado na turma 1.º C, teve como base as questões didáticas e pedagógicas inerentes ao bom desenvolvimento da aprendizagem das crianças. Ao longo das práticas pedagógicas, a reflexão e a investigação assumiram um papel preponderante, procurando-se encarar a criança como o sujeito ativo e central da sua aprendizagem e o docente como agente dinamizador de uma ação educativa assertiva, abrangente e percursora de desenvolvimento.
This report represents the culmination of my initial teacher training and describes the experiences of the pedagogical internships in scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Therefore, the pedagogical interventions accomplished on the Pre-School Education and the 1st Cycle of Basic Education will be reported and analyzed. The report presents a set of theoretical and methodological assumptions that supported the pedagogical practices developed in the Basic School of the 1st Cycle with Pre-School of Achada, in the Super Amigos Group, with children between the ages of three and six years old, in the Basic School of 1st, 2nd and 3rd Cycles with Pre-School Bartolomeu Perestrelo, with the 3.º B class, and in the Basic School of the 1st Cycle with Pre-School and Kindergarten of Nazaré, with 1.º C class. The first two pedagogical practices were based on a Research-Action Methodology, in which emerged the investigation questions: How can pedagogic differentiation benefit children’s learning in the Super Amigos Group?, in the case of Pre-School, and In what way can we promote and improve the creative writing of the students of 3.º B class?, in the case of the 1st Cycle of Basic Education. Thus, all educational action was focused on the study and search for a response to the identified problems, in order to benefit the teaching-learning process of children. The third internship, accomplished in the 1.º C class, was based on didactic and pedagogical questions inherent to the good development of children's learning. Throughout the pedagogical practices, reflection and research have assumed a preponderant role, in wich was tried to see the children as the active and central subject of their learning and the educador as a stimulator agent of an assertive, comprehensive and developmental educational action.
This report represents the culmination of my initial teacher training and describes the experiences of the pedagogical internships in scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Therefore, the pedagogical interventions accomplished on the Pre-School Education and the 1st Cycle of Basic Education will be reported and analyzed. The report presents a set of theoretical and methodological assumptions that supported the pedagogical practices developed in the Basic School of the 1st Cycle with Pre-School of Achada, in the Super Amigos Group, with children between the ages of three and six years old, in the Basic School of 1st, 2nd and 3rd Cycles with Pre-School Bartolomeu Perestrelo, with the 3.º B class, and in the Basic School of the 1st Cycle with Pre-School and Kindergarten of Nazaré, with 1.º C class. The first two pedagogical practices were based on a Research-Action Methodology, in which emerged the investigation questions: How can pedagogic differentiation benefit children’s learning in the Super Amigos Group?, in the case of Pre-School, and In what way can we promote and improve the creative writing of the students of 3.º B class?, in the case of the 1st Cycle of Basic Education. Thus, all educational action was focused on the study and search for a response to the identified problems, in order to benefit the teaching-learning process of children. The third internship, accomplished in the 1.º C class, was based on didactic and pedagogical questions inherent to the good development of children's learning. Throughout the pedagogical practices, reflection and research have assumed a preponderant role, in wich was tried to see the children as the active and central subject of their learning and the educador as a stimulator agent of an assertive, comprehensive and developmental educational action.
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Keywords
Crianças Ação educativa Investigação-ação Reflexão Ensino-aprendizagem Children Educational action Research-action Reflection Teaching-learning Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais