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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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O presente relatório de estágio surge no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1. ° Ciclo do Ensino Básico (MEPEE1CEB), na Universidade da
Madeira (UMa), para obtenção do grau de mestre. O objetivo primordial deste relatório
reside em apresentar de forma crítica e reflexiva o trabalho desenvolvido nas três Práticas
Pedagógicas (PP), ao longo dos três semestres de estágio. Neste sentido, pretende-se
demonstrar como uma prática intencional e focada na/o criança/aluno promove o seu
pleno desenvolvimento e a construção de aprendizagens significativas, sustentando a
práxis com a teoria correspondente, de forma coerente, contextualizada e intencional.
Este relatório encontra-se estruturado em duas secções principais. A Parte I -
Enquadramento Teórico e Metodológico engloba os conceitos legais associados ao
exercício da profissão docente, bem como as estratégias utilizadas nas PP e a metodologia
de Investigação-Ação (I-A). Importa referir que, apesar de só implementada na Prática
Pedagógica I (PPI), também nas Práticas Pedagógicas II (PPII) e III (PPIII) a I-A orientou
a minha ação, de forma a amenizar entraves existentes. A Parte II - Intervenções
Pedagógicas expõe os contextos educativos distintos nos quais as PP se desenvolveram,
tendo sido a PPI realizada em contexto de Educação Pré-Escolar (EPE) (sala de dois a
quatro anos) e as PPII e PPIII no 1. ° Ciclo do Ensino Básico (CEB) (1. ° e 4. ° anos).
Todas as PP foram norteadas por diferentes estratégias, articuladas com os saberes
curriculares, os documentos de referência e decisões pedagógicas fundamentadas. Estas
ferramentas foram selecionadas com base na minha observação atenta, escuta ativa e
reflexão através de registos (Diários de Bordo Reflexivos (DBR)). Procurou-se, assim,
adaptar a ação e responder às necessidades específicas e distintas realidades de cada
grupo/turma, tendo sido privilegiada uma abordagem lúdica e interdisciplinar.
Evidenciou-se a importância das relações afetivas, da ludicidade, da
interdisciplinaridade e de um ambiente seguro e rico, de forma a potenciar o
desenvolvimento holístico de todos. Estas práticas refletem a experiência adquirida
durante a minha formação inicial, a qual se revelou um processo transformador, exigente
e gratificante. Este relatório marca o ponto de partida do meu percurso profissional.
This internship report is part of the Master's degree in Preschool Education and Primary Education (MEPEE1CEB) at the University of Madeira (UMa), and aims to obtain the corresponding academic qualification. The primary objective of this report is to critically and reflectively present the work developed in the three Pedagogical Practices (PP) carried out over the three semesters of internships. In this sense, the report seeks to demonstrate how intentional, child-centered practices promote children’s full development and the construction of meaningful learning, supporting the practice with corresponding theory in a coherent, contextualized, and intentional framework. This report is divided into two main sections. Part I - Theoretical and Methodological Framework - addresses the legal concepts and documents associated with teaching, the strategies used throughout the PPs, and the Action-Research (A-R) methodology. It is important to note that, although only implemented in Pedagogical Practice I (PPI), A-R also guided my work in Pedagogical Practices II (PPII) and III (PPIII), aiming to alleviate existing obstacles. Part II - Pedagogical Interventions - presents the distinct educational contexts in which the PPs were developed. PPI was implemented in Preschool Education (ECE) (two to four-year-old classrooms), while PPII and PPIII were implemented in the 1st Cycle of Basic Education (grades 1 and 4). All PPs were guided by different strategies, articulated with curricular knowledge, reference documents, and well-founded pedagogical decisions. These tools were selected based on careful observation, active listening, and continuous reflection through journal entries (Logbooks). Thus, we sought to adapt the action and respond to the specific needs and distinct realities of each group/class, prioritizing a playful and interdisciplinary approach. The importance of emotional relationships, playfulness, interdisciplinarity and a safe and enriching environment became evident, fostering the holistic development of all. These practices reflect the experience gained during my initial training, a transformative and demanding, yet rewarding, process. This report thus marks the beginning of my professional journey.
This internship report is part of the Master's degree in Preschool Education and Primary Education (MEPEE1CEB) at the University of Madeira (UMa), and aims to obtain the corresponding academic qualification. The primary objective of this report is to critically and reflectively present the work developed in the three Pedagogical Practices (PP) carried out over the three semesters of internships. In this sense, the report seeks to demonstrate how intentional, child-centered practices promote children’s full development and the construction of meaningful learning, supporting the practice with corresponding theory in a coherent, contextualized, and intentional framework. This report is divided into two main sections. Part I - Theoretical and Methodological Framework - addresses the legal concepts and documents associated with teaching, the strategies used throughout the PPs, and the Action-Research (A-R) methodology. It is important to note that, although only implemented in Pedagogical Practice I (PPI), A-R also guided my work in Pedagogical Practices II (PPII) and III (PPIII), aiming to alleviate existing obstacles. Part II - Pedagogical Interventions - presents the distinct educational contexts in which the PPs were developed. PPI was implemented in Preschool Education (ECE) (two to four-year-old classrooms), while PPII and PPIII were implemented in the 1st Cycle of Basic Education (grades 1 and 4). All PPs were guided by different strategies, articulated with curricular knowledge, reference documents, and well-founded pedagogical decisions. These tools were selected based on careful observation, active listening, and continuous reflection through journal entries (Logbooks). Thus, we sought to adapt the action and respond to the specific needs and distinct realities of each group/class, prioritizing a playful and interdisciplinary approach. The importance of emotional relationships, playfulness, interdisciplinarity and a safe and enriching environment became evident, fostering the holistic development of all. These practices reflect the experience gained during my initial training, a transformative and demanding, yet rewarding, process. This report thus marks the beginning of my professional journey.
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Educação Pré-Escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Ludicidade Intencionalidade pedagógica Preschool Education 1st Cycle of Basic Education Pedagogical practice Action-research Playfulness Pedagogical intentionality Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais