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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
| Name: | Description: | Size: | Format: | |
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| 6.12 MB | Adobe PDF |
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Abstract(s)
O presente relatório de qualificação profissional simboliza o culminar de todo um percurso académico e pretende evidenciar as aprendizagens desencadeadas, a nível profissional e pessoal, no decorrer das práticas pedagógicas inseridas nos contextos de Educação PréEscolar e de 1.º Ciclo do Ensino Básico. A prática educativa foi sustentada por pressupostos teóricos e legais, bem como por uma metodologia de investigação-ação, que pressupõe uma espiral de ciclos sistemáticos que contemplam a observação, planificação, ação e reflexão, possibilitando a articulação de teoria, prática e crenças. No contexto de Educação Pré-Escolar, a questão de investigação incidiu sobre o desenvolvimento da autonomia das crianças na gestão das suas emoções e na resolução de conflitos. Neste sentido, desenvolveram-se várias ações pedagógicas alicerçadas na aquisição de competências sociais e pessoais, relevando, as mesmas, resultados positivos. No primeiro contexto de Ensino do 1.º Ciclo do Ensino Básico, decorrido numa turma do 1.º ano, a questão de investigação intentou encontrar a melhor forma de organizar o ambiente educativo para que este pudesse dar uma resposta mais adequada aos diferentes ritmos de aprendizagem e de trabalho existentes na sala, recorrendo-se, assim, à diferenciação pedagógica e obtendo-se, igualmente, resultados favoráveis. No segundo contexto de Ensino do 1.º Ciclo do Ensino Básico, desenvolvido numa turma do 3.º ano, refletiu-se sobre a importância da motivação na aprendizagem dos alunos, quais as tipologias de motivação existentes e como as aproveitar. Toda a intervenção pedagógica centrou-se no desenvolvimento de um clima de aprendizagem seguro e positivo, colocando as crianças no centro das atividades, reservando-se ao adulto o papel de as orientar.
This professional qualification report symbolizes the culmination of an academic path and aims at highlighting the learning skills that have been triggered, both professionally and personally, within the context of pedagogical practices developed for Pre-School and Primary Education classes. Such practices have been supported by theoretical and legal assumptions, as well as by an action research methodology, which entails a spiral of systematic cycles contemplating observation, planning, action and reflection, making it possible to articulate theory, practice and beliefs. In the context of Pre-School Education, the research question explored how children could develop autonomy in managing their emotions and resolving conflicts. In this sense, several pedagogical actions based on the acquisition of social and personal skills have been developed with positive results. In the first Primary Education setting, carried out in a 1st grade classroom, the research question sought to find the best way to organize the educational environment so that it could better respond to the classroom’s different learning and working paces in the classroom, thus resorting to differentiated learning, and obtaining favourable results as well. In the second Primary Education setting, developed in a 3rd grade classroom we reflected on the importance of motivation in student learning, on what types of motivation are there and on how to take advantage of them. The entire pedagogic intervention focused on the development of a safe and positive learning environment, placing children at the core of the activities, where the adult takes on the role of guiding them.
This professional qualification report symbolizes the culmination of an academic path and aims at highlighting the learning skills that have been triggered, both professionally and personally, within the context of pedagogical practices developed for Pre-School and Primary Education classes. Such practices have been supported by theoretical and legal assumptions, as well as by an action research methodology, which entails a spiral of systematic cycles contemplating observation, planning, action and reflection, making it possible to articulate theory, practice and beliefs. In the context of Pre-School Education, the research question explored how children could develop autonomy in managing their emotions and resolving conflicts. In this sense, several pedagogical actions based on the acquisition of social and personal skills have been developed with positive results. In the first Primary Education setting, carried out in a 1st grade classroom, the research question sought to find the best way to organize the educational environment so that it could better respond to the classroom’s different learning and working paces in the classroom, thus resorting to differentiated learning, and obtaining favourable results as well. In the second Primary Education setting, developed in a 3rd grade classroom we reflected on the importance of motivation in student learning, on what types of motivation are there and on how to take advantage of them. The entire pedagogic intervention focused on the development of a safe and positive learning environment, placing children at the core of the activities, where the adult takes on the role of guiding them.
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Keywords
Autonomia Resolução de conflitos Diferenciação pedagógica Motivação Clima positivo Investigação-ação Autonomy Conflict resolution Differentiated learning Motivation Positive environment Action research Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais