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Relatório de estágio para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
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| 5.96 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio é composto por duas partes essenciais, sendo que na primeira parte se encontram os pressupostos teóricos e metodológicos que sustentam toda a minha prática desenvolvida. É possível verificar que os docentes do século XXI não se podem simplesmente preocupar com os conteúdos programáticos que são exigidos abordar, mas terão, também, de dar ênfase a outras questões que são fulcrais para que os alunos possam atingir os objetivos delineados, garantindo-lhes aprendizagens ativas e significativas. A segunda parte diz respeito ao trabalho desenvolvido na prática pedagógica em contexto de sala de aula e engloba a Prática Pedagógica I, II e III. Relativamente à Prática Pedagógica I e II, é de referir que foi desenvolvido um projeto de Investigação-Ação, no sentido de solucionar uma problemática, inicialmente, observada. Assim sendo, surgiu no contexto da Educação Pré-Escolar a seguinte questão: Quais as potencialidades do contacto com o exterior, para a melhoria do comportamento das crianças da Sala Amarela? Já na prática Pedagógica II surgiu a seguinte questão: Quais as potencialidades do trabalho cooperativo na aquisição de novas aprendizagens nos alunos do 2.º B? Por fim, é apresentada uma sequência didática desenvolvida na Prática Pedagógica III, onde é possível verificar a articulação da exploração de uma obra literária com as restantes disciplinas curriculares.
This traineeship report is composed of two essential parts. The first part which contains the theoretical and methodological assumptions that support my whole practice. It is possible to see that 21st century teachers cannot simply concern themselves with the syllabus that is required to be addressed, but they will also have to emphasize other issues that are central to students' achievement of the objectives outlined, ensuring them active and meaningful learning. The second part concerns the work developed in pedagogical practice in the context of the classroom and includes Pedagogical Practice I, II and III. Concerning Pedagogical Practice I and II, it is worth mentioning that a ResearchAction project was developed to solve an initially observed problem. Thus, the following question emerged in the context of Pre-School Education: What are the potentialities of the contact with the outside space in improving the behavior of the children in the Yellow Room? In Pedagogical Practice II the following question come to light: What are the potentialities of cooperative work in the acquisition of new learning in 2nd B students? Finally, a didactic sequence developed in Pedagogical Practice III is presented, where it is possible to verify the articulation of the exploration of a literary work with the other curricular subjects.
This traineeship report is composed of two essential parts. The first part which contains the theoretical and methodological assumptions that support my whole practice. It is possible to see that 21st century teachers cannot simply concern themselves with the syllabus that is required to be addressed, but they will also have to emphasize other issues that are central to students' achievement of the objectives outlined, ensuring them active and meaningful learning. The second part concerns the work developed in pedagogical practice in the context of the classroom and includes Pedagogical Practice I, II and III. Concerning Pedagogical Practice I and II, it is worth mentioning that a ResearchAction project was developed to solve an initially observed problem. Thus, the following question emerged in the context of Pre-School Education: What are the potentialities of the contact with the outside space in improving the behavior of the children in the Yellow Room? In Pedagogical Practice II the following question come to light: What are the potentialities of cooperative work in the acquisition of new learning in 2nd B students? Finally, a didactic sequence developed in Pedagogical Practice III is presented, where it is possible to verify the articulation of the exploration of a literary work with the other curricular subjects.
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Keywords
Currículo Docente Aprendizagem Investigação-ação Prática pedagógica Curriculum Teacher Learning Research-action Pedagogical practice Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais