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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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| 4.86 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio é parte integrante do Mestrado em Educação Pré-Escolar
e Ensino do 1.º Ciclo do Ensino Básico e tem como objetivo principal a obtenção de grau
de mestre nestas áreas de formação. Neste sentido, procura-se apresentar de forma crítica
e reflexiva o trabalho desenvolvido ao longo das três práticas pedagógicas. A primeira foi
concretizada na valência da Educação Pré-Escolar, com um grupo de crianças com idades
compreendidas entre os 2 e os 3 anos. As duas intervenções pedagógicas posteriores
foram realizadas na vertente do 1.º Ciclo, com turmas do 2.º e 3.º ano de escolaridade.
Assim sendo, este documento encontra-se organizado em três partes: Enquadramento
Teórico, Enquadramento Metodológico e Intervenções Pedagógicas. A primeira parte
apresenta um conjunto de pressupostos teóricos inerentes à prática docente, a segunda
aborda a metodologia de Investigação-Ação e a terceira expõe os contextos educativos
onde decorreram as práticas e alguns momentos de aprendizagem.
Relativamente às intervenções pedagógicas, as duas primeiras foram desenvolvidas na
mesma instituição de ensino, porém em edifícios diferentes, enquanto a terceira foi
realizada noutra escola. Assim, foi possível experienciar e vivenciar realidades distintas,
não só em termos de abordagens pedagógicas dos docentes, mas também a nível de
organização e recursos tecnológicos. Na intervenção pedagógica efetuada na Educação
Pré-Escolar, as atividades foram planificadas tendo em conta as temáticas propostas pela
educadora cooperante. Além disso, foi desenvolvido um projeto de Investigação-Ação,
que incidia na temática das interações, no qual procurou-se dar resposta à seguinte
questão: “Como promover as interações sociais positivas entre os elementos do grupo de
crianças da sala x?”. Nas práticas pedagógicas do 1.º Ciclo, foram implementadas
estratégias pedagógicas diversificadas para abordar os conteúdos curriculares sempre
com o intuito de promover aprendizagens significativas.
Deste modo, este relatório reúne um conjunto de aprendizagens e experiências adquiridas
no decorrer da formação inicial para a docência, refletindo a importância de promover a
participação ativa das crianças e alunos na construção do seu próprio conhecimento. Além
disso, destaca-se a postura reflexiva do docente como um elemento essencial para a
melhoria contínua da prática.
This traineeship report is an integral component of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, with the main objective of obtaining a master's qualification in these fields. In this context, the report aims to critically and reflectively present the work developed throughout three pedagogical practices. The first took place in a Preschool Education setting, involving a group of children aged between 2 and 3 years. The two following pedagogical interventions were conducted in a Primary Education (1st Cycle) environment, with students from the 2nd and 3rd years of schooling. Therefore, this document is structured in three main sections: Theoretical Framework, Methodological Framework, and Pedagogical Interventions. The first section presents the theoretical foundations underlying teaching practice, the second explores the Research Action’s methodology, and the third outlines the educational contexts in which the practices took place, along with learning moments. Regarding the pedagogical interventions, the first two were conducted within the same educational institution, although in different buildings, whereas the third took place in another school. This provided an opportunity to experience and compare distinct educational realities, not only in terms of teachers' pedagogical approaches but also in terms of organization and technological resources. In the Preschool Education’s intervention, the activities were planned based on the themes proposed by the cooperating educator. Additionally, a Research-Action’s project was developed, focusing in an interactions theme, where the central question was: “How to promote positive social interactions among the children in the classroom x?” In the 1st Cycle’s practices, a variety of pedagogical strategies was implemented to address curricular content, always with the aim of promoting meaningful learning. Thus, this report brings together the knowledge and experiences acquired throughout the initial formation process to teaching, reflecting on the importance of promoting an active participation of children and students in constructing their own knowledge. Furthermore, the reflective atttitude of the teacher is highlighted as a fundamental element for the continuous improvement of practice.
This traineeship report is an integral component of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, with the main objective of obtaining a master's qualification in these fields. In this context, the report aims to critically and reflectively present the work developed throughout three pedagogical practices. The first took place in a Preschool Education setting, involving a group of children aged between 2 and 3 years. The two following pedagogical interventions were conducted in a Primary Education (1st Cycle) environment, with students from the 2nd and 3rd years of schooling. Therefore, this document is structured in three main sections: Theoretical Framework, Methodological Framework, and Pedagogical Interventions. The first section presents the theoretical foundations underlying teaching practice, the second explores the Research Action’s methodology, and the third outlines the educational contexts in which the practices took place, along with learning moments. Regarding the pedagogical interventions, the first two were conducted within the same educational institution, although in different buildings, whereas the third took place in another school. This provided an opportunity to experience and compare distinct educational realities, not only in terms of teachers' pedagogical approaches but also in terms of organization and technological resources. In the Preschool Education’s intervention, the activities were planned based on the themes proposed by the cooperating educator. Additionally, a Research-Action’s project was developed, focusing in an interactions theme, where the central question was: “How to promote positive social interactions among the children in the classroom x?” In the 1st Cycle’s practices, a variety of pedagogical strategies was implemented to address curricular content, always with the aim of promoting meaningful learning. Thus, this report brings together the knowledge and experiences acquired throughout the initial formation process to teaching, reflecting on the importance of promoting an active participation of children and students in constructing their own knowledge. Furthermore, the reflective atttitude of the teacher is highlighted as a fundamental element for the continuous improvement of practice.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Investigação-ação Práticas pedagógicas Ensino-aprendizagem Reflexão Preschool education 1st Cycle of Basic Education Research-action Pedagogical practices Teaching-learning Reflection Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais