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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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Abstract(s)
O presente relatório de estágio tem como objetivo primordial descrever e refletir sobre as
três práticas pedagógicas realizadas no decorrer do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, na Universidade da Madeira. Neste sentido, a
primeira foi realizada na valência da Pré-Escolar, com um grupo de crianças com idades
compreendidas entre os 3 e os 4 anos. As duas intervenções pedagógicas subsequentes
foram desenvolvidas na vertente do 1.º Ciclo, com turmas do 1.º e 4.º ano de escolaridade.
O presente documento encontra-se dividido em três partes: o Enquadramento Teórico,
onde são apresentados temas fulcrais no que diz respeito à prática docente; o
Enquadramento Metodológico que aborda a metodologia de Investigação-Ação; e, por
fim, as Intervenções Pedagógicas, onde são patenteadas as experiências vivenciadas em
dois contextos educativos diferentes.
Todas as intervenções pedagógicas foram desenvolvidas em instituições de ensino
distintas, o que possibilitou vivenciar realidades díspares, mais concretamente as
abordagens pedagógicas dos docentes. Na prática pedagógica realizada na Pré-Escolar,
as atividades foram planificadas consoante as temáticas propostas pela educadora
cooperante. Também foi desenvolvido um projeto de Investigação-Ação, que incidia na
temática dos valores da cooperação e da partilha e, ainda, um projeto realizado com a
comunidade educativa. Nas intervenções pedagógicas do 1.º Ciclo, foram implementadas
estratégias pedagógicas lúdico-didáticas para abordar os conteúdos curriculares e tiveram
sempre em conta as características individuais dos alunos, a dinâmica da turma, os seus
interesses e necessidades.
Ao longo deste percurso, enquanto educadora e professora estagiária, o objetivo foi
possibilitar as crianças e os alunos de se envolverem de forma ativa na construção do seu
próprio conhecimento, realizando, deste modo, aprendizagens significativas. Tendo em
consideração que o educando é o centro do processo de ensino-aprendizagem e que o
docente deve adotar uma postura reflexiva, as práticas pedagógicas foram aprimoradas
gradualmente sempre com o intuito de possibilitar os discentes usufruírem de uma
educação de qualidade.
The main objective of this internship report is to describe and reflect on the three pedagogical practices carried out during the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the University of Madeira. In this sense, the first was carried out in the Pre-School, with a group of children aged between 3 and 4 years old. The two subsequent pedagogical interventions were developed in the 1 st Cycle, with classes from the 1st and 4th years of schooling. This document is divided into three parts: the Theoretical Framework, where key themes are presented regarding to teaching practice; the Methodological Framework that addresses the Action-Research methodology; and, finally, Pedagogical Interventions, where experiences lived in two different educational contexts. All pedagogical interventions were developed in different educational institutions, which made it possible to experience different realities, more specifically the pedagogical approaches of teachers. In the pedagogical practice carried out in Pre-School, the activities were planned according to the themes proposed by the cooperating educator. An Action-Research project was also developed, which focused on the theme of the values of cooperation and sharing, and also a project carried out with educational community. In the pedagogical interventions of the 1st Cycle, ludic-didactic pedagogical strategies were implemented to address the curricular contents and always took into account the individual characteristics of student, the dynamics of the class, their interests and needs. Along this route, as an educator and trainee teacher, the objective was to enable children and students to become actively involved in the construction of their own knowledge, carrying out significant learning. Taking into account that the student is the center of the teaching-learning process and that the teacher must adopt a reflective stance, pedagogical practices were gradually improved, always with the aim of enabling student to enjoy a quality education.
The main objective of this internship report is to describe and reflect on the three pedagogical practices carried out during the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the University of Madeira. In this sense, the first was carried out in the Pre-School, with a group of children aged between 3 and 4 years old. The two subsequent pedagogical interventions were developed in the 1 st Cycle, with classes from the 1st and 4th years of schooling. This document is divided into three parts: the Theoretical Framework, where key themes are presented regarding to teaching practice; the Methodological Framework that addresses the Action-Research methodology; and, finally, Pedagogical Interventions, where experiences lived in two different educational contexts. All pedagogical interventions were developed in different educational institutions, which made it possible to experience different realities, more specifically the pedagogical approaches of teachers. In the pedagogical practice carried out in Pre-School, the activities were planned according to the themes proposed by the cooperating educator. An Action-Research project was also developed, which focused on the theme of the values of cooperation and sharing, and also a project carried out with educational community. In the pedagogical interventions of the 1st Cycle, ludic-didactic pedagogical strategies were implemented to address the curricular contents and always took into account the individual characteristics of student, the dynamics of the class, their interests and needs. Along this route, as an educator and trainee teacher, the objective was to enable children and students to become actively involved in the construction of their own knowledge, carrying out significant learning. Taking into account that the student is the center of the teaching-learning process and that the teacher must adopt a reflective stance, pedagogical practices were gradually improved, always with the aim of enabling student to enjoy a quality education.
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Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Práticas pedagógicas Conhecimento Ensino-aprendizagem Docente reflexivo Pre-school education 1st Cycle of Basic Education Pedagogical practice Knowledge Teaching-learning Reflective teacher Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais