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Relatório de estágio de mestrado
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 23.49 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente Relatório de Estágio transpõe um conjunto de conhecimentos adquiridos e
vivenciados no decorrer da licenciatura em Educação Básica e nos dois anos do mestrado e que
visa a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico.
O Relatório encontra-se dividido em duas partes (Enquadramento Teórico e
Metodológico e Intervenção Pedagógica: Prática Pedagógica I, II e III), sendo que a primeira
parte aborda a teoria e a metodologia que fundamenta as atividades implementadas e a segunda
parte contempla de forma mais aprofundada as escolas onde tive a oportunidade de estagiar (O
Carrocel, Escola Básica do 1.º Ciclo com Pré-Escolar e Creche da Nazaré e Escola Básica do
1.º Ciclo com Pré-Escolar da Ladeira).
Recorri à Metodologia de Investigação-Ação, como processo fundamental de ensino,
uma vez que visa dar resposta a diversas problemáticas que o educador/docente encontra no
grupo/turma e que pretende melhorar com o objetivo de proporcionar uma aprendizagem mais
significativa. Desta forma, surgiram três questões encontradas nas práticas pedagógicas (De
que forma é que as crianças da Sala Vermelha podem desenvolver a motricidade? Como é que
os materiais manipuláveis auxiliam a compreensão de conceitos na sala do 1.ºB? De que forma
o trabalho a pares fortalece a interajuda, a cooperação e as aprendizagens dos alunos da
turma do 4.ºB?). Elaborada uma investigação, implementaram-se diversas atividades e
estratégias com o objetivo de apaziguar as diversas problemáticas assinaladas.
Concluo afirmando que o atual documento patenteia um conjunto de experiências e
saberes que implementei ao longo do percurso de formação para a docência como futura
educadora de infância ou professora de 1.º Ciclo, nos diferentes contextos de Prática
Pedagógica.
This Internship Report transposes a set of knowledge acquired and experienced during the course of the degree in Basic Education and in the two years of the master's, which aims to obtain a master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The Report is divided into two parts (Theoretical and Methodological Framework and Pedagogical Intervention: Pedagogical Practice I, II and III), the first part addressing the theory and methodology underlying the implemented activities and the second part deeper into the schools where I had the opportunity to do an internship (O Carrocel, Primary School of the 1st Cycle with Pre-School and Creche da Nazaré and Basic School of the 1st Cycle with Pre School of Ladeira). I resorted to the Research-Action Methodology, as a fundamental teaching process, since it aims to respond to various problems that the educator/teacher encounters in the group/class and that he intends to improve in order to provide more meaningful learning. In this way, three questions emerged in the pedagogical practices (How can the children of the Red Room develop motor skills? How do the manipulable materials help the understanding of concepts in the 1st B room? How does the work pairs strengthen the mutual help, cooperation and learning of students in the 4th grade?). After an investigation was carried out, various activities and strategies were implemented with the aim of appeasing the various problems identified. I conclude by stating that the current document demonstrates a set of experiences and knowledge that I implemented along the training path for teaching as a future kindergarten teacher or 1st Cycle teacher, in the different contexts of Pedagogical Practice.
This Internship Report transposes a set of knowledge acquired and experienced during the course of the degree in Basic Education and in the two years of the master's, which aims to obtain a master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The Report is divided into two parts (Theoretical and Methodological Framework and Pedagogical Intervention: Pedagogical Practice I, II and III), the first part addressing the theory and methodology underlying the implemented activities and the second part deeper into the schools where I had the opportunity to do an internship (O Carrocel, Primary School of the 1st Cycle with Pre-School and Creche da Nazaré and Basic School of the 1st Cycle with Pre School of Ladeira). I resorted to the Research-Action Methodology, as a fundamental teaching process, since it aims to respond to various problems that the educator/teacher encounters in the group/class and that he intends to improve in order to provide more meaningful learning. In this way, three questions emerged in the pedagogical practices (How can the children of the Red Room develop motor skills? How do the manipulable materials help the understanding of concepts in the 1st B room? How does the work pairs strengthen the mutual help, cooperation and learning of students in the 4th grade?). After an investigation was carried out, various activities and strategies were implemented with the aim of appeasing the various problems identified. I conclude by stating that the current document demonstrates a set of experiences and knowledge that I implemented along the training path for teaching as a future kindergarten teacher or 1st Cycle teacher, in the different contexts of Pedagogical Practice.
Description
Keywords
Prática pedagógica Educação Pré-Escolar 1.º Ciclo do Ensino Básico Ensino-aprendizagem Estratégias de intervenção Reflexão crítica Pedagogical practice Pre-school education 1st Cycle of Basic Education Teaching-learning Intervention strategies Critical reflection Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais