Publication
Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 5.78 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Reconhecendo-se a importância da reflexão para uma praxis de qualidade, o presente
Relatório apresenta o processo de aquisição de um conjunto de conhecimentos e de
competências, para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico. Deste modo, este encontra-se segmentado em dois momentos
(Enquadramento Teórico e Ação Pedagógica) fundamentados nas práticas pedagógicas
que ocorreram na Educação Pré-Escolar (Sala Verde) e no 1.º Ciclo do Ensino Básico (1.º
M e 4.º L) na Escola Básica do 1.º Ciclo com Pré-Escolar e Creche Engenheiro Luís
Santos Costa.
Assim sendo, considerando a atual organização curricular portuguesa e o perfil do docente
nas aprendizagens do currículo, privilegiou-se um conjunto de princípios (a educação
para a cidadania, a interdisciplinaridade e a avaliação formativa), rumo à construção de
aprendizagens significativas e ativas, em que a criança fosse o centro de todo o processo
educativo. Além disso, manteve-se sempre uma postura crítica e investigativa com
recurso à metodologia de Investigação-Ação, que permitiu responder às problemáticas
identificadas nas diferentes práticas pedagógicas, sendo elas: Como promover a inclusão
no grupo da Sala Verde?, Como fazer com que as crianças do 1.º M aprendam a gerir
situações de conflito de forma a promover momentos de qualidade e entreajuda? e Que
estratégias poderão os alunos do 4.º L desenvolver como forma de gerirem situações de
conflito mediante ações de entreajuda?.
Com efeito, mais do que uma explicação ou descrição, este documento constitui-se numa
partilha de experiências, em que apesar da imprevisibilidade e das particularidades que
marcaram os diferentes contextos das práticas pedagógicas, a adaptação e a criatividade
estiveram sempre presentes com o intuito de promover atividades e momentos
enriquecedores, significativos e únicos para as crianças.
Recognizing the importance of reflection for a quality praxis, this report presents the process of acquiring a set of knowledge and skills, in order to obtain a master's degree in Pre-School Education and 1st Cycle Teaching Basic Education. This way, it is divided into two moments (Theoretical Framework and Pedagogical Action) based on the pedagogical practices that took place in Pre-School Education (Sala Verde) and in the 1st Cycle of Basic Education (1st M and 4th grade). º L) at Escola Básica do 1.º Ciclo com Pré-Escolar e Creche Engenheiro Luís Santos Costa. Therefore, considering the current Portuguese curricular organization and the teacher's profile in curriculum learning, a set of principles was privileged (education for citizenship, interdisciplinarity and formative assessment), towards the construction of meaningful and active learning, in which the child was the center of the entire educational process. In addition, a critical and investigative stance was always maintained, using the Research-Action methodology, which allowed us to respond to the problems identified in the different pedagogical practices, namely: How to promote inclusion in the Green Room group?, How to make 1st M children learn to manage conflict situations in order to promote moments of quality and mutual help? e What strategies can 4th L students develop as a way of managing conflict situations through mutual help actions?. Indeed, more than an explanation or description, this document constitutes a sharing of experiences, in which, despite the unpredictability and the particularities that marked the different contexts of pedagogical practices, the adaptation and creativity were always present with the aim of promote enriching, meaningful and unique activities and moments for children.
Recognizing the importance of reflection for a quality praxis, this report presents the process of acquiring a set of knowledge and skills, in order to obtain a master's degree in Pre-School Education and 1st Cycle Teaching Basic Education. This way, it is divided into two moments (Theoretical Framework and Pedagogical Action) based on the pedagogical practices that took place in Pre-School Education (Sala Verde) and in the 1st Cycle of Basic Education (1st M and 4th grade). º L) at Escola Básica do 1.º Ciclo com Pré-Escolar e Creche Engenheiro Luís Santos Costa. Therefore, considering the current Portuguese curricular organization and the teacher's profile in curriculum learning, a set of principles was privileged (education for citizenship, interdisciplinarity and formative assessment), towards the construction of meaningful and active learning, in which the child was the center of the entire educational process. In addition, a critical and investigative stance was always maintained, using the Research-Action methodology, which allowed us to respond to the problems identified in the different pedagogical practices, namely: How to promote inclusion in the Green Room group?, How to make 1st M children learn to manage conflict situations in order to promote moments of quality and mutual help? e What strategies can 4th L students develop as a way of managing conflict situations through mutual help actions?. Indeed, more than an explanation or description, this document constitutes a sharing of experiences, in which, despite the unpredictability and the particularities that marked the different contexts of pedagogical practices, the adaptation and creativity were always present with the aim of promote enriching, meaningful and unique activities and moments for children.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Aprendizagem significativa Inclusão Investigação-ação Reflexão Pre-School Education 1st Cycle of Basic Education Meaningful learning Inclusion Action-research Reflection Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais