Loading...
Publication
Relatório de estágio de mestrado
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.49 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi realizado para a obtenção do grau de mestre em Educação PréEscolar e Ensino do 1.º Ciclo do Ensino Básico. Este traduz o trabalho desenvolvido e a experiência vivenciada em contexto de estágio, como importante etapa da minha formação inicial docente. O estágio decorreu na valência de educação pré-escolar, com crianças de idades compreendidas entre os três e quatro anos. O estágio sustentou-se numa metodologia de investigação-ação como forma de atender às necessidades educativas diagnosticadas com recurso à observação participante, à análise documental e ao diário de bordo enquanto técnicas privilegiadas de obtenção de informação. Também devolvi um processo de reflexão como instrumento impulsionador da ação educativa efetivada com base em quatro pressupostos teóricos: a abordagem experiencial, a pedagogia de participação, a diferenciação pedagógica e a aprendizagem ativa. A identificação das problemáticas surgiu a partir da observação participante e da reflexão sobre vários elementos presenciados no contexto educativo diretamente relacionados com a rotina diária de sala e as características do grupo. Sendo a questão central desta investigação-ação: como utilizar as histórias para desenvolver a comunicação, a linguagem e as competências sociais do grupo, foi promovida uma aprendizagem ativa a partir das histórias, valorizando o conto e reconto como momentos de grande interesse do grupo. De facto, as histórias revelaram-se como uma estratégia pedagógica fundamental nesta etapa educativa, pois permitiram criar um clima propício ao desenvolvimento das competências linguísticas e sociais das crianças.
The following report was written in order to obtain the master’s degree in Pre-School Education and 1st Cycle Education of the Basic Education. This report translates the work that was developed and the experience lived during the internship, as an important stage of my initial teacher training. The internship occurred in the valence of pre-school education, with children of ages between three and four years old. The internship was based on a methology of action-research as a way of attending the educational needs identified, using participant observation, document analysis and the logbook while privileged techniques of obtaining information. I also developed a process of reflexion as a booster instrument of the educative action carried out based on four theoretical assumptions: the experimental approach, the pedagogy of participation, the pedagogical differentiation and the active learning. The identification of the problems appeared due to the participant observation and the reflection of various elements present in the educational context directly related to the room daily routine and the group characteristics. Being the central question of this action-research: how to use the stories to develop the communication, the language and the social competencies of the group, was promoted an active learning from stories, valuing the tale and retelling as moments of great interest of the group. In fact, the stories were revelead as a fundamental pedagogical strategy in this educational stage, allowing the creation of an environment conducive to the development of language and social skills of children.
The following report was written in order to obtain the master’s degree in Pre-School Education and 1st Cycle Education of the Basic Education. This report translates the work that was developed and the experience lived during the internship, as an important stage of my initial teacher training. The internship occurred in the valence of pre-school education, with children of ages between three and four years old. The internship was based on a methology of action-research as a way of attending the educational needs identified, using participant observation, document analysis and the logbook while privileged techniques of obtaining information. I also developed a process of reflexion as a booster instrument of the educative action carried out based on four theoretical assumptions: the experimental approach, the pedagogy of participation, the pedagogical differentiation and the active learning. The identification of the problems appeared due to the participant observation and the reflection of various elements present in the educational context directly related to the room daily routine and the group characteristics. Being the central question of this action-research: how to use the stories to develop the communication, the language and the social competencies of the group, was promoted an active learning from stories, valuing the tale and retelling as moments of great interest of the group. In fact, the stories were revelead as a fundamental pedagogical strategy in this educational stage, allowing the creation of an environment conducive to the development of language and social skills of children.
Description
Keywords
Estágio Formação inicial Educação Pré-escolar Investigação-ação Reflexão Internship Initial training Pre-school Education Action-research Reflection Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais