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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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| 3.28 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório tem como finalidade expor e refletir sobre a aquisição de
competências que promovem a obtenção equitativa de aprendizagens das/os
crianças/alunos, independentemente dos diferentes contextos e níveis de aprendizagem.
Este relatório incide, assim, sobre as Práticas Pedagógicas desenvolvidas, quer no
contexto de Educação Pré-Escolar na instituição educativa O Carrocel, quer no contexto
do 1.º Ciclo do Ensino Básico na Escola Básica 1.º Ciclo com Pré-Escolar e Creche de
Santo Amaro, correlacionando-as com os prossupostos teóricos e metodológicos que
direcionaram a minha ação pedagógica.
Tendo por base a educação e o ensino no século XXI, serão explanados os Princípios
Gerais da Lei de Bases do Sistema Educativo. Incidirei, ainda, sobre a Educação de
Infância com enfoque nas Orientações Curriculares para a Educação de Infância, bem
como sobre o Perfil de Desempenho Profissional do Educador de Infância e do Professor
do 1.º Ciclo do Ensino Básico. Salienta-se a relevância das Aprendizagens Essenciais e
do Perfil do Aluno à Saída da Escolaridade Obrigatória.
Destaca-se, também, a importância da adaptação da Intencionalidade Educativa com base
na aprendizagem ativa, significativa e cooperativa, na diferenciação pedagógica, numa
perspetiva de educação inclusiva. Sublinha-se, por fim, que uma educação diferenciada
revela-se como uma mais-valia no processo de ensino e aprendizagem, nomeadamente
em grupos/turmas com crianças/alunos que usufruem de Medidas de Suporte à
Aprendizagem e à Inclusão.
Torna-se importante salientar que este relatório compreende um conjunto de reflexões,
partilhas de experiências, de conhecimentos e competências adquiridas, não só nas
Práticas Pedagógicas I, II e III, mas também mediante a revisão literária relacionada com
as temáticas abordadas em cada uma das referidas práticas.
The goal of the present report is to expose and reflect about the acquisition of competencies that promote the gain of knowledge by the childrens/students, regardless of the different contexts and learning levels of the children. Therefore, this report focuses on the Pedagogical Practices developed in the preschool educational context in the educational institution O Carrocel and also, the 1.º Ciclo do Ensino Básico na Escola Básica 1.º Ciclo com Pré-Escolar e Creche de Santo Amaro, correlating with the proposed theory and methodology that lead to my pedagogical action. The general principles of the law on the foundations of the education system are explained based on the education and teaching in the XXI century. I will also focus on the childhood education, having the focal point of the curricular guidelines for early childhood education. As well as the professional performance profile of the kindergarten teacher and the teacher of the 1º cycle. It is also important to emphasize the relevance of the essential learning and the student’s profile when leaving the compulsory schooling. It is highlighted the importance of the adaptation of educational intentionality based on active, significant, and cooperative learning in the pedagogic differentiation in an inclusive perspective. Finally, it is underlined that a differentiated education has been revealed as an added value in the teaching and learning process namely in groups/classes that take part and/or require measures to support learning and inclusion. It is important to mention that this report includes a number of reflections and sharing of experiences, knowledge and competencies acquired not only in the Pedagogical Practices I, II e III, but also through a literary review related to the themes addressed in each of the referred practices.
The goal of the present report is to expose and reflect about the acquisition of competencies that promote the gain of knowledge by the childrens/students, regardless of the different contexts and learning levels of the children. Therefore, this report focuses on the Pedagogical Practices developed in the preschool educational context in the educational institution O Carrocel and also, the 1.º Ciclo do Ensino Básico na Escola Básica 1.º Ciclo com Pré-Escolar e Creche de Santo Amaro, correlating with the proposed theory and methodology that lead to my pedagogical action. The general principles of the law on the foundations of the education system are explained based on the education and teaching in the XXI century. I will also focus on the childhood education, having the focal point of the curricular guidelines for early childhood education. As well as the professional performance profile of the kindergarten teacher and the teacher of the 1º cycle. It is also important to emphasize the relevance of the essential learning and the student’s profile when leaving the compulsory schooling. It is highlighted the importance of the adaptation of educational intentionality based on active, significant, and cooperative learning in the pedagogic differentiation in an inclusive perspective. Finally, it is underlined that a differentiated education has been revealed as an added value in the teaching and learning process namely in groups/classes that take part and/or require measures to support learning and inclusion. It is important to mention that this report includes a number of reflections and sharing of experiences, knowledge and competencies acquired not only in the Pedagogical Practices I, II e III, but also through a literary review related to the themes addressed in each of the referred practices.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Práticas pedagógicas Reflexão Intencionalidade educativa Educação inclusiva Preschool education 1.º Cycle of Basic Education Pedagogic education Educational intentionality Inclusive education Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais