| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.57 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório final de estágio tem como propósito descrever e refletir
criticamente sobre as três práticas pedagógicas desenvolvidas ao longo do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na Universidade da
Madeira. A primeira prática decorreu no contexto de creche, junto de um grupo de
crianças com idades entre um e dois anos. As restantes foram realizadas no 1.º Ciclo do
Ensino Básico, a primeira numa turma do 1.º ano, numa escola da rede privada, e a
segunda numa turma do 3.º ano, numa escola da rede pública.
O relatório encontra-se organizado em duas partes complementares: a Parte I,
referente ao enquadramento teórico e normativo, que aborda a estrutura curricular nos
dois níveis de ensino, as estratégias de intervenção e a metodologia de investigação-ação;
e a Parte II, dedicada à intervenção pedagógica, na qual são descritas e analisadas as
práticas realizadas nos diferentes contextos educativos.
Considerando a organização e gestão curricular vigentes, privilegiou-se um
conjunto de estratégias de intervenção centradas na criança e promotoras de
aprendizagens significativas e integradas, tais como a interdisciplinaridade, os jogos
didáticos, a literatura infantil, o trabalho cooperativo, a planificação como ferramenta
para antecipar, gerir e refletir, bem como a avaliação como parte integrante do processo
de aprendizagem. Além disso, recorreu-se à metodologia de investigação-ação,
procurando adotar uma postura crítica e reflexiva que sustentasse a prática pedagógica e
respondesse às necessidades do grupo.
Este relatório constitui, assim, a síntese de um percurso formativo que alia
conhecimento científico, prática educativa e desenvolvimento profissional, refletindo a
construção de uma identidade docente pautada pelo compromisso, resiliência e
valorização do papel da educação na formação integral da criança.
This final internship report aims to describe and critically reflect on the three pedagogical practices carried out during the Master’s Degree in Pre-School Education and Primary Education at the University of Madeira. The first practice took place in a nursery setting with a group of children aged between one and two years. The remaining two were conducted in Primary Education: the first in a Year 1 class at a private school, and the second in a Year 3 class at a public school. The report is organised into two complementary parts: Part I presents the theoretical and regulatory framework, addressing the curricular structure in both educational levels, intervention strategies, and the action-research methodology; Part II focuses on pedagogical intervention, describing and analysing the practices implemented in different educational contexts. Within the current framework of curriculum organisation and management, a set of child-centred strategies was prioritised, aiming to foster meaningful and integrated learning experiences. These included interdisciplinarity, educational games, children’s literature, cooperative work, planning as a tool for anticipating, managing, and reflecting, as well as assessment as an integral part of the learning process. Furthermore, the action research methodology was employed to adopt a critical and reflective stance that would support pedagogical practice and respond to the needs of the group. This report therefore represents the synthesis of a training pathway that combines scientific knowledge, educational practice, and professional development, reflecting the construction of a teaching identity guided by commitment, resilience, and a strong appreciation for the role of education in the holistic development of the child.
This final internship report aims to describe and critically reflect on the three pedagogical practices carried out during the Master’s Degree in Pre-School Education and Primary Education at the University of Madeira. The first practice took place in a nursery setting with a group of children aged between one and two years. The remaining two were conducted in Primary Education: the first in a Year 1 class at a private school, and the second in a Year 3 class at a public school. The report is organised into two complementary parts: Part I presents the theoretical and regulatory framework, addressing the curricular structure in both educational levels, intervention strategies, and the action-research methodology; Part II focuses on pedagogical intervention, describing and analysing the practices implemented in different educational contexts. Within the current framework of curriculum organisation and management, a set of child-centred strategies was prioritised, aiming to foster meaningful and integrated learning experiences. These included interdisciplinarity, educational games, children’s literature, cooperative work, planning as a tool for anticipating, managing, and reflecting, as well as assessment as an integral part of the learning process. Furthermore, the action research methodology was employed to adopt a critical and reflective stance that would support pedagogical practice and respond to the needs of the group. This report therefore represents the synthesis of a training pathway that combines scientific knowledge, educational practice, and professional development, reflecting the construction of a teaching identity guided by commitment, resilience, and a strong appreciation for the role of education in the holistic development of the child.
Descrição
Palavras-chave
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Pre-School Education Primary Education Pedagogical practice Action research Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais