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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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| 15.94 MB | Adobe PDF |
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Abstract(s)
Este relatório tem como principal objetivo a obtenção do grau de mestre em Educação
Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Como resultado, este procura refletir
e analisar, com base na legislação em vigor, o trabalho desenvolvido ao longo das três
práticas pedagógicas.
Para o efeito, o presente relatório encontra-se estruturado em duas partes
complementares: a Parte I - Enquadramento Teórico e Metodológico, que tem como
finalidade retratar, fundamentar as práticas pedagógicas, mencionadas na Parte II -
Intervenção Pedagógica, na Pré-Escolar (Sala de Transição) e no 1.º Ciclo do Ensino
Básico (1.º ano e 4.º ano).
Relativamente às práticas pedagógicas, evidenciou-se uma postura reflexiva e crítica,
com recurso à metodologia de Investigação-Ação, que permitiu identificar as fragilidades
do grupo e das diferentes turmas, de modo a reajustar a ação pedagógica para colmatar as
problemáticas encontradas. Assim sendo, procurou-se dar resposta às seguintes questões:
Como fazer com que as crianças da Sala de Transição desenvolvam competências no
trabalho cooperativo? Como fazer com que os alunos da turma do 1.º ano ampliem a
compreensão da leitura e desenvolvam a sua capacidade escrita? e por fim Como
promover as competências interpessoais e sociais para a resolução de
conflitos/comportamentos disruptivos na turma do 4.º ano?
Portanto, este relatório engloba uma profunda reflexão do conjunto de experiências
pedagógicas vivenciadas ao longo da minha formação, que marcam o início do meu
percurso como profissional da educação, que priorizam primeiramente as necessidades e
interesses das crianças.
This report's main objective is to obtain a master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. As a result, this seeks to reflect and analyze, based on current legislation, the work developed throughout the three pedagogical practices. To this end, this report is structured into two complementary parts: Part I - Theoretical and Methodological Framework, which aims to portray and substantiate the pedagogical practices, mentioned in Part II - Pedagogical Intervention, in Pre-School (Class Transition) and in the 1st Cycle of Basic Education (1st year and 4th year). Regarding pedagogical practices, a reflective and critical stance was evident, using the Action Research methodology, which made it possible to identify the weaknesses of the group and different classes, to readjust the pedagogical action to overcome the problems encountered. Therefore, we sought to answer the following questions: How can children in the Transition Room develop skills in cooperative work? How can students in the 1st year class expand their reading comprehension and develop their writing skills? and finally How to promote interpersonal and social skills for resolving conflicts/disruptive behaviors in the 4th year class? Therefore, this report encompasses a deep reflection on the set of pedagogical experiences experienced throughout my training, marking the beginning of my journey as an education professional, which prioritize the needs and interests of children first.
This report's main objective is to obtain a master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. As a result, this seeks to reflect and analyze, based on current legislation, the work developed throughout the three pedagogical practices. To this end, this report is structured into two complementary parts: Part I - Theoretical and Methodological Framework, which aims to portray and substantiate the pedagogical practices, mentioned in Part II - Pedagogical Intervention, in Pre-School (Class Transition) and in the 1st Cycle of Basic Education (1st year and 4th year). Regarding pedagogical practices, a reflective and critical stance was evident, using the Action Research methodology, which made it possible to identify the weaknesses of the group and different classes, to readjust the pedagogical action to overcome the problems encountered. Therefore, we sought to answer the following questions: How can children in the Transition Room develop skills in cooperative work? How can students in the 1st year class expand their reading comprehension and develop their writing skills? and finally How to promote interpersonal and social skills for resolving conflicts/disruptive behaviors in the 4th year class? Therefore, this report encompasses a deep reflection on the set of pedagogical experiences experienced throughout my training, marking the beginning of my journey as an education professional, which prioritize the needs and interests of children first.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Reflexão Pre-School Education 1st Cycle of Basic Education Pedagogical practice Action research Reflection Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais