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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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| 5.32 MB | Adobe PDF |
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Abstract(s)
Para além da finalidade deste Relatório de Estágio destinar-se à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, é grande objetivo dar a conhecer o desenvolvimento das Práticas Pedagógicas concretizadas no Infantário Rainha Sílvia – em contexto de Pré-Escolar –, na Escola Básica do Primeiro Ciclo com Pré-Escolar de São Martinho, com uma turma de 3.º ano, e na Escola Básica do Primeiro Ciclo com Pré-Escolar de São Filipe, com uma turma de 2.º ano. Estas intervenções pedagógicas, devidamente fundamentadas à luz dos pressupostos teóricos e metodológicos expostos na Parte I e II do presente relatório, refletem ainda um posicionamento crítico-reflexivo, mais concretamente na sua adequação às características das crianças e às especificidades do meio que as envolve. Dá-se, assim, o devido destaque à finalidade da Inovação Pedagógica como ponto de partida para contrariar práticas educativas ainda muito estandardizadas, que encaram como secundário o papel da criança no seu próprio processo de aprendizagem. Dada a importância do ciclo observar, registar, analisar e refletir para a constante reconstrução da ação pedagógica, foi adotada a metodologia de Investigação-Ação no contexto da Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, na turma de 3.º ano, de forma a dar resposta às dificuldades registadas. Na Prática Pedagógica concretizada na turma de 2.º ano, apesar desta metodologia não ter sido desenvolvida, esta intervenção teve como objetivo abordar os pressupostos didáticos que se consideraram mais relevantes para uma aprendizagem ativa, significativa e contextualizada, tendo em consideração as características da turma.
In addition to the purpose of obtaining the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, the main goal is to explain the Pedagogical Practices development that were implemented in the Rainha Sílvia Nursery School – in the Pre-School context – in the 1st Cicle with Pre-School of São Martinho, with a 3rd year class, and in the 1st Cicle with Pre-School of São Filipe, with a 2nd year class. These pedagogical interventions, properly justified in the light of the theoretical and methodological assumptions discussed during the 1st and 2nd parts of this report, also reflect a critical-reflexive position, more concretely in their adaptation to the characteristics of the children and to the specificities of their surrounding environment. Thus, the aim of Pedagogical Innovation is highlighted as a starting point to counter educational practices that are still very standardized, which view the role of the child in the learning process as secondary. Given the importance of the observation, recording, analyzing and reflecting cycle for constant reconstruction of pedagogical action, the Research-Action methodology was adopted in the context of Pre-School Education and in the 1st Cycle of Basic Education, in the 3rd grade year, in order to response the difficulties encountered. In the Pedagogical Practice concretized in the 2nd grade class, although this methodology was not developed, this intervention had the goal to approach the didactic assumptions considered most relevant for an active, meaningful and contextualized learning, taking into account the characteristics of the class.
In addition to the purpose of obtaining the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, the main goal is to explain the Pedagogical Practices development that were implemented in the Rainha Sílvia Nursery School – in the Pre-School context – in the 1st Cicle with Pre-School of São Martinho, with a 3rd year class, and in the 1st Cicle with Pre-School of São Filipe, with a 2nd year class. These pedagogical interventions, properly justified in the light of the theoretical and methodological assumptions discussed during the 1st and 2nd parts of this report, also reflect a critical-reflexive position, more concretely in their adaptation to the characteristics of the children and to the specificities of their surrounding environment. Thus, the aim of Pedagogical Innovation is highlighted as a starting point to counter educational practices that are still very standardized, which view the role of the child in the learning process as secondary. Given the importance of the observation, recording, analyzing and reflecting cycle for constant reconstruction of pedagogical action, the Research-Action methodology was adopted in the context of Pre-School Education and in the 1st Cycle of Basic Education, in the 3rd grade year, in order to response the difficulties encountered. In the Pedagogical Practice concretized in the 2nd grade class, although this methodology was not developed, this intervention had the goal to approach the didactic assumptions considered most relevant for an active, meaningful and contextualized learning, taking into account the characteristics of the class.
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Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Investigação-ação Inovação pedagógica Aprendizagem significativa Pre-school Education 1st Cycle of Basic Education Active research Pedagogical innovation Meaningful learning Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais