Loading...
Publication
Relatório de estágio para obtenção do grau de mestre em educação pré-escolar e ensino do 1.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.32 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este relatório tem como propósito refletir acerca das práticas pedagógicas
efetuadas em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, assim como
dar a conhecer os pressupostos teóricos e metodológicos que orientaram a minha ação
pedagógica. A prática pedagógica realizada na valência de Educação Pré-Escolar,
concretizou-se na Escola Básica do 1.º Ciclo com Pré-Escolar do Areeiro e Lombada. Por
sua vez, as práticas pedagógicas em contexto de 1.º Ciclo ocorreram na Escola Básica do
1.º Ciclo com Pré-Escolar de São Martinho, numa turma de 4.º ano e, posteriormente,
numa turma de 1.º ano de escolaridade.
A articulação entre a teoria e a prática decorrente da profissão docente é essencial,
uma vez que carece de uma procura constante de respostas que viabilizam uma melhoria
da ação docente, assim como uma adequação aos interesses e necessidades das crianças
com quem interagem. Assim, o docente, como investigador e reflexivo, deve considerar
a metodologia de Investigação-ação como uma ferramenta fundamental para o
desenvolvimento da sua prática educativa. Neste sentido, procurou-se responder às
problemáticas identificadas em contexto da Educação Pré-Escolar, bem como no 1.º Ciclo
do Ensino Básico, através da promoção de estratégias de intervenção.
Em conformidade com o que foi aludido surgiu no contexto da Educação Pré Escolar a questão: Como desenvolver um trabalho inclusivo promovendo todas as
áreas de desenvolvimento preconizados para as crianças da Sala Amarela?
Analogamente, nas práticas pedagógicas no 1º ciclo do Ensino Básico emergiram
as questões: Como desenvolver nos alunos do 4.ºA competências de cidadania no
âmbito do saber estar e saber ouvir? e Como ajudar os alunos do 1.ºA a gerir de
forma equilibrada as suas emoções?
This report has to reflect on the pedagogical practices carried out in the context of Pre-School Education and 1st Cycle of Basic Education, as well as making known the theoretical and methodological assumptions that guided my pedagogical action. The pedagogical practice carried out in the Pre-School Education valence, took place in the Basic School of the 1st Cycle with Pre-School of Areeiro and Lombada. In turn, the pedagogical practices in the context of the 1st Cycle took place at the Basic School of the 1st Cycle with Pre-School Education of São Martinho, in a 4th grade class and later in a 1st year class. The articulation between theory and practice resulting from the teaching is essential, since it lacks a constant search for answers that allow an improvement in teaching action, as well as an adaptation to the interests and needs of the children with whom they interact. So the teacher, as an investigator and reflective, must consider the Research-Action methodology as a fundamental tool for the development of his educational practice. In this sense, we tried to answer the problems identified in the context of Pre-School Education, as well as in the 1st Cycle of Basic Education, through the promotion of intervention strategies. In accordance with what was previously mentioned, the question arose in the context of Pre-School Education: How to develop inclusive work promoting all development areas recommended for children in the Yellow Room? Similarly, in the pedagogical practices in the 1st cycle of Basic Education, the following questions emerged: How to develop citizenship skills in the 4th A students in the context of knowing how to be and knowing how to listen? and How to help 1st A students to manage their emotions in a balanced way?
This report has to reflect on the pedagogical practices carried out in the context of Pre-School Education and 1st Cycle of Basic Education, as well as making known the theoretical and methodological assumptions that guided my pedagogical action. The pedagogical practice carried out in the Pre-School Education valence, took place in the Basic School of the 1st Cycle with Pre-School of Areeiro and Lombada. In turn, the pedagogical practices in the context of the 1st Cycle took place at the Basic School of the 1st Cycle with Pre-School Education of São Martinho, in a 4th grade class and later in a 1st year class. The articulation between theory and practice resulting from the teaching is essential, since it lacks a constant search for answers that allow an improvement in teaching action, as well as an adaptation to the interests and needs of the children with whom they interact. So the teacher, as an investigator and reflective, must consider the Research-Action methodology as a fundamental tool for the development of his educational practice. In this sense, we tried to answer the problems identified in the context of Pre-School Education, as well as in the 1st Cycle of Basic Education, through the promotion of intervention strategies. In accordance with what was previously mentioned, the question arose in the context of Pre-School Education: How to develop inclusive work promoting all development areas recommended for children in the Yellow Room? Similarly, in the pedagogical practices in the 1st cycle of Basic Education, the following questions emerged: How to develop citizenship skills in the 4th A students in the context of knowing how to be and knowing how to listen? and How to help 1st A students to manage their emotions in a balanced way?
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Aprendizagem significativa Reflexão Pre-school education 1st Cycle of Basic Education Pedagogical practice Research-action Meaningful learning Reflection Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais