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Relatório de estágio para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 4.28 MB | Adobe PDF |
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Abstract(s)
O presente relatório tem como objetivo principal partilhar e refletir acerca de um
conjunto de experiências vivenciadas durante as três Práticas Pedagógicas nas vertentes
de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico. Estas intervenções ocorreram
na Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Nazaré, na sala dos Ursinhos,
na Escola Básica do 1.º Ciclo com Pré-Escolar das Figueirinhas, na turma do 1.º B e na
Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, na turma do 4.º A.
Assim, este relatório está dividido em três partes distintas, mas integrantes,
primeiramente, sustentadas por um conjunto de pressupostos teóricos que fundamentam
a ação educativa desenvolvida. Posteriormente, explanou-se a metodologia de
investigação-ação em contexto pedagógico. A terceira parte retrata de uma forma
reflexiva e sustentada o percurso decorrente das intervenções pedagógicas realizadas nos
diferentes contextos educativos.
Deste modo, a investigação-ação surge como a pedra basilar de todas as Práticas
Pedagógicas. Na vertente de Educação Pré-Escolar, procurou-se dar resposta à questão:
“Como adaptar uma criança com problemas de integração ao grupo da creche?”, através
da realização de atividades lúdicas e da implementação de estratégias de acordo com os
interesses e as necessidades das crianças.
Por sua vez, na vertente de 1.º Ciclo do Ensino Básico, mais concretamente, no
1.º ano de escolaridade levantou-se a questão: “Como promover nos alunos da turma do
1.º B o Pensamento Crítico?” e nomeadamente, no 4.º ano de escolaridade chegou-se à
seguinte questão: “Como promover nos alunos da turma do 4.º A o Valor da Amizade?”.
Neste sentido, planificou-se diversas atividades e estratégias, com o propósito de
proporcionar aprendizagens cooperativas e significativas que combatessem as
problemáticas evidenciadas.
The main goal of this report is to share a set of experiences lived during the three Pedagogical Practices and to make a reflection on them, in the areas of Pre-School and first Cycle of Basic Education. These interventions took place in the Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Nazaré, in the Sala dos Ursinhos, in the Escola Básica do 1.º Ciclo com Pré-Escolar das Figueirinhas in the 1stB class and in the Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, in the 4thA class. Therefore, three distinct but integral parts will divide this report, firstly, supported by a set of theoretical assumptions that underlie the educational action that was developed. Subsequently, the action-research methodology was explained in a pedagogical context. The third part portrays in a reflective as well as in a sustained way the path resulting from pedagogical interventions carried out in diverse educational contexts. In this way, action–research appears as the cornerstone of all Pedagogical Practices. In the component of Pre-School Education, it was sought to answer the question: “How to adapt a child with integration problems into the day care group?”, through playful activities and the implementation of strategies according to the interests and needs of the children. As for the First Cycle of Basic Education, more specifically, in the 1st year of schooling was raised the question: “How to promote in the students of the 1stB Class the Critical Thinking?” and in particular, in the 4th year of schooling was arrived the following question: “How to promote in the students of the 4thA class the Value of Friendship?”. In this sense, several activities and strategies were planned, with the purpose of providing cooperative and meaningful learning to combat the problems highlighted.
The main goal of this report is to share a set of experiences lived during the three Pedagogical Practices and to make a reflection on them, in the areas of Pre-School and first Cycle of Basic Education. These interventions took place in the Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Nazaré, in the Sala dos Ursinhos, in the Escola Básica do 1.º Ciclo com Pré-Escolar das Figueirinhas in the 1stB class and in the Escola Básica do 1.º Ciclo com Pré-Escolar da Ladeira, in the 4thA class. Therefore, three distinct but integral parts will divide this report, firstly, supported by a set of theoretical assumptions that underlie the educational action that was developed. Subsequently, the action-research methodology was explained in a pedagogical context. The third part portrays in a reflective as well as in a sustained way the path resulting from pedagogical interventions carried out in diverse educational contexts. In this way, action–research appears as the cornerstone of all Pedagogical Practices. In the component of Pre-School Education, it was sought to answer the question: “How to adapt a child with integration problems into the day care group?”, through playful activities and the implementation of strategies according to the interests and needs of the children. As for the First Cycle of Basic Education, more specifically, in the 1st year of schooling was raised the question: “How to promote in the students of the 1stB Class the Critical Thinking?” and in particular, in the 4th year of schooling was arrived the following question: “How to promote in the students of the 4thA class the Value of Friendship?”. In this sense, several activities and strategies were planned, with the purpose of providing cooperative and meaningful learning to combat the problems highlighted.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Investigação-ação Práticas pedagógicas Pre-school Education 1st Cycle of Basic Education Action-research Pedagogical practices Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais