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Relatório de estágio de mestrado
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.54 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi redigido, após o meu envolvimento nas práticas
pedagógicas da sala de Educação Pré-Escolar, na Escola DonaOlga e das turmas de 2.º e
4.º ano de escolaridade, na Escola Básica do 1.º Ciclo com Pré-Escolar e Creche Eng.º
Luís Santos Costa, com o intuito de obter o grau de mestre em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico. Este integra as reflexões concebidas a respeito das
intervenções pedagógicas, assim como os pressupostos teóricos e metodológicos que
nortearam a minha prática nos diferentes contextos educativos.
A profissão docente implica uma formação contínua que fomente a articulação
entre a teoria e a prática e promova uma atitude ativa, criativa e reflexiva capaz de
responder às necessidades das crianças e melhorar a ação do docente. Nesta linha de
pensamento, o presente relatório apresenta a Investigação-Ação como uma metodologia
propícia à transformação e otimização da ação pedagógica. Valorizando esta metodologia
e assumindo o papel de docente investigador e reflexivo, emergiu a necessidade de
implementar um conjunto de estratégias que potencializassem a ação pedagógica.
Em contexto Pré-Escolar, o projeto de Investigação-ação foi orientado pela
seguinte questão: “De que forma é possível estimular e desenvolver a linguagem e a
comunicação oral no grupo de crianças da Sala Laranja?”; já no 1.º Ciclo do Ensino
Básico, o projeto regeu-se pela questão: “De que maneira é possível motivar os alunos
do 4.º J para a construção do seu próprio conhecimento e mediar as atitudes de respeito
e tolerância com os outros?”. Para dar respostas às problemáticas sinalizadas, foram
implementadas estratégias sustentadas por um suporte teórico, pelos objetivos
pedagógicos e, especialmente, pelas características, motivações e necessidades de cada
criança.
This report was written after my involvement in the pedagogical practices of the Pre-School room, at the Dona Olga de Brito School and the year 2 and 4 classes, at the Eng. Luís Santos Costa Primary school with Preschool and Nursery, with the purpose of obtaining the master's degree in Pre-School and Primary Education. This integrates the reflections conceived regarding the pedagogical interventions, as well as the theoretical and methodological assumptions that guided my practice in the different educational contexts. The teaching profession implies continuous training that fosters the articulation between theory and practice and promotes an active, creative and reflexive attitude able to respond to the needs of the children and to improve the action of the teacher. In this line of thought, this report presents Research-Action as a propitious methodology for the transformation and optimization of the pedagogical action. Valuing this methodology and assuming the role of researcher and reflective teacher, emerged the need to implement a set of strategies that would enhance the pedagogical action. In the Pre-School context the research-action project was guided by the following question: "In what way is it possible to stimulate and develop the language and oral communication in the group of children in the Orange Room?"; in the primary education context (year 2 and 4), the project was directed by the question: "In what way it is possible to motivate the students of the year 4J to build their own knowledge and mediate attitudes of respect and tolerance with others? ". In order to respond to the problems identified, strategies were implemented based on literary revision, pedagogical objectives and, especially, the characteristics, motivations and needs of each child.
This report was written after my involvement in the pedagogical practices of the Pre-School room, at the Dona Olga de Brito School and the year 2 and 4 classes, at the Eng. Luís Santos Costa Primary school with Preschool and Nursery, with the purpose of obtaining the master's degree in Pre-School and Primary Education. This integrates the reflections conceived regarding the pedagogical interventions, as well as the theoretical and methodological assumptions that guided my practice in the different educational contexts. The teaching profession implies continuous training that fosters the articulation between theory and practice and promotes an active, creative and reflexive attitude able to respond to the needs of the children and to improve the action of the teacher. In this line of thought, this report presents Research-Action as a propitious methodology for the transformation and optimization of the pedagogical action. Valuing this methodology and assuming the role of researcher and reflective teacher, emerged the need to implement a set of strategies that would enhance the pedagogical action. In the Pre-School context the research-action project was guided by the following question: "In what way is it possible to stimulate and develop the language and oral communication in the group of children in the Orange Room?"; in the primary education context (year 2 and 4), the project was directed by the question: "In what way it is possible to motivate the students of the year 4J to build their own knowledge and mediate attitudes of respect and tolerance with others? ". In order to respond to the problems identified, strategies were implemented based on literary revision, pedagogical objectives and, especially, the characteristics, motivations and needs of each child.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Investigação-ação Aprendizagem Reflexão Cooperação Pre-school Education Primary Education Research-action Learning Reflection Cooperation Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais