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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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Abstract(s)
A intervenção profissional na docência apela a uma reflexão sobre os princípios e
valores inerentes à Prática Pedagógica centrada nas crianças, nos seus conhecimentos
teóricos e práticos e nos processos de aprendizagem.
O presente relatório possui como finalidade primordial esclarecer e refletir sobre
as Práticas Pedagógicas efetuadas ao longo do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico.
Este relatório resulta da análise e reflexão das Práticas Pedagógicas fortalecidas
pela revisão literária, dos objetivos definidos para cada prática e das caraterísticas,
interesses e necessidades de cada criança. Está estruturado em duas partes distintas,
porém interligadas: o Enquadramento Teórico e Metodológico e o Enquadramento da
Prática Pedagógica. As intervenções educativas realizaram-se com um grupo do pré escolar, um do 4.º ano e outro do 1.º ano.
Respeitando a intencionalidade didática e pedagógica na ação educativa, estas
práticas apoiaram-se em conhecimentos teóricos que necessitaram regularmente de
aprofundamento e correlação no contexto prático com a finalidade de desenvolver teorias
e metodologias facilitadoras de decisões, adequadas aos objetivos propostos, para
contribuir para o pleno desenvolvimento das crianças. Através da metodologia de
Investigação-Ação, pretendi responder às questões: “Como promover na sala das
Joaninhas o desenvolvimento e a otimização da fala para uma boa comunicação oral?” na
Prática Pedagógica I; “Como desenvolver, nos alunos da turma do 4º ano A, competências
essenciais para uma boa comunicação em público?” na Prática Pedagógica II; “Como
desenvolver a consciência fonológica na turma do 1.º ano A?” na Prática Pedagógica III.
A linguagem, a comunicação oral e a consciência oral das crianças foram
desenvolvidas através de atividades lúdico-didáticas, com recurso a histórias, textos,
vídeos, jogos, trabalhos de grupo, atividades de expressão plástica e musical que
contribuíram para a aquisição da consciência fonológica, oralidade e desinibição das
crianças perante um público.
The professional intervention in teaching calls for a reflection on the principles and values inherent to Pedagogical Practice centered on children, on their theoretical and practical knowledge and on the learning processes. The main purpose of this report is to clarify and reflect on the Pedagogical Practices carried out during the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This report results from the analysis and reflection of the Pedagogical Practices strengthened by the literary review, the goals defined for each practice and the characteristics, interests and needs of each child. It is structured in two distinct but interconnected parts: the theoretical and methodological framework and the pedagogical practices framework. The educational interventions were carried out with a group of preschoolers, one from the 4th grade and the other from the 1st grade. Respecting the didactic and pedagogical intentionality in the educational action, these practices were supported by theoretical knowledge that regularly needed deepening and correlation in the practical context in order to develop theories and methodologies that facilitate decisions, adequate to the proposed objectives, to contribute to the full children development. Through the Action-Research methodology, I intended to answer the questions “How to promote the development and optimization of speech for good oral communication in Joaninhas room?” in Pedagogical Practices I, “How to develop, in the students of the 4th grade class A, essential skills for good communication in public?” in Pedagogical Practices II and "How to develop phonological awareness in the class of 1st grade A?" in Pedagogical Practices III. The children's language, oral communication and oral awareness was developed through ludic-didactic activities, using stories, texts, videos, games, group work, activities of plastic and musical expression that contributed to the acquisition of phonological awareness, orality and disinhibition of children in the presence before an audience.
The professional intervention in teaching calls for a reflection on the principles and values inherent to Pedagogical Practice centered on children, on their theoretical and practical knowledge and on the learning processes. The main purpose of this report is to clarify and reflect on the Pedagogical Practices carried out during the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This report results from the analysis and reflection of the Pedagogical Practices strengthened by the literary review, the goals defined for each practice and the characteristics, interests and needs of each child. It is structured in two distinct but interconnected parts: the theoretical and methodological framework and the pedagogical practices framework. The educational interventions were carried out with a group of preschoolers, one from the 4th grade and the other from the 1st grade. Respecting the didactic and pedagogical intentionality in the educational action, these practices were supported by theoretical knowledge that regularly needed deepening and correlation in the practical context in order to develop theories and methodologies that facilitate decisions, adequate to the proposed objectives, to contribute to the full children development. Through the Action-Research methodology, I intended to answer the questions “How to promote the development and optimization of speech for good oral communication in Joaninhas room?” in Pedagogical Practices I, “How to develop, in the students of the 4th grade class A, essential skills for good communication in public?” in Pedagogical Practices II and "How to develop phonological awareness in the class of 1st grade A?" in Pedagogical Practices III. The children's language, oral communication and oral awareness was developed through ludic-didactic activities, using stories, texts, videos, games, group work, activities of plastic and musical expression that contributed to the acquisition of phonological awareness, orality and disinhibition of children in the presence before an audience.
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Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Pre-school education 1st Cycle of Basic Education Pedagogical practice Action-research Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais