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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
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Abstract(s)
O presente relatório de estágio surge no âmbito do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico e representa o culminar da minha trajetória
académica, articulando os conhecimentos teóricos com a práxis, com vista à obtenção do
grau de mestre.
Encontra-se, deste modo, estruturado em duas partes complementares: a Parte I, intitulada
Enquadramento Teórico e Metodológico, apresenta conjunturas teóricas e metodológicas
que sustentam as Práticas Pedagógicas desenvolvidas em diversos contextos educativos
descritas na segunda parte. A parte II, denominada Prática Pedagógica, carateriza e analisa
momentos de aprendizagem vivenciados em Educação Pré-Escolar e em 1.º Ciclo do
Ensino Básico, especificamente em turmas de 2.º e 3.º anos de escolaridade.
Na prática pedagógica de Educação Pré-Escolar houve a necessidade de realizar a
metodologia de Investigação-Ação com o objetivo de aperfeiçoar várias problemáticas
detetadas no decurso do estágio, tendo por base a seguinte questão-problema: “Como
Promover as Boas Relações Interpessoais entre as Crianças na Sala de Jardim de
Infância?”. No caso das práticas pedagógicas do 2.º e 3.º anos não houve essa
necessidade, já que todas as atividades foram planeadas tendo em conta quer as
necessidades, quer as potencialidades dos alunos.
Assim, este relatório evidencia uma compilação de vivências educativas, o qual teve
como alicerce tornar a/o criança/aluno o principal protagonista na construção da sua
aprendizagem e a ação do docente como mediador, planificando consoante as
caraterísticas de todas as crianças, propiciando um ambiente de aprendizagem estimulante
e desafiador, no qual as crianças pudessem explorar as suas potencialidades e construir o
seu conhecimento de forma ativa e significativa, avaliando e refletindo sobre a própria
prática.
This internship report appears within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and represents the culmination of my academic trajectory, articulating theoretical knowledge with praxis, with a view to obtaining a master's degree. It is, therefore, structured into two complementary parts: Part I, entitled Theoretical and Methodological Framework, presents theoretical and methodological contexts that support the Pedagogical Practices developed in different educational contexts described in the second part. Part II, called Pedagogical Practice, characterizes and analyzes moments of learning experienced in Pre-School Education and in the 1st Cycle of Basic Education, specifically in 2nd and 3rd year classes. In the pedagogical practice of Pre-School Education there was a need to carry out the Action Research methodology with the objective of improving several problems detected during the internship, based on the following problem question: “How to Promote Good Interpersonal Relations among Children in the Classroom of Early Childhood Education?” In the case of pedagogical practices in the 2nd and 3rd years, there was no such need, as all activities were planned considering both the needs and potential of the students. Thus, this report highlights a compilation of educational experiences, which had as its foundation making the child/student the main protagonist in the construction of their learning and the teacher's action as mediator, planning according to the characteristics of all children, providing a stimulating and challenging learning environment, in which children could explore their potential and build their knowledge in an active and meaningful way, evaluating and reflecting on their own practice.
This internship report appears within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and represents the culmination of my academic trajectory, articulating theoretical knowledge with praxis, with a view to obtaining a master's degree. It is, therefore, structured into two complementary parts: Part I, entitled Theoretical and Methodological Framework, presents theoretical and methodological contexts that support the Pedagogical Practices developed in different educational contexts described in the second part. Part II, called Pedagogical Practice, characterizes and analyzes moments of learning experienced in Pre-School Education and in the 1st Cycle of Basic Education, specifically in 2nd and 3rd year classes. In the pedagogical practice of Pre-School Education there was a need to carry out the Action Research methodology with the objective of improving several problems detected during the internship, based on the following problem question: “How to Promote Good Interpersonal Relations among Children in the Classroom of Early Childhood Education?” In the case of pedagogical practices in the 2nd and 3rd years, there was no such need, as all activities were planned considering both the needs and potential of the students. Thus, this report highlights a compilation of educational experiences, which had as its foundation making the child/student the main protagonist in the construction of their learning and the teacher's action as mediator, planning according to the characteristics of all children, providing a stimulating and challenging learning environment, in which children could explore their potential and build their knowledge in an active and meaningful way, evaluating and reflecting on their own practice.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Educação Docente Crianças Alunos Aprendizagem Preschool Education 1st Cycle of Basic Education Education Teacher Children Students Learning Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais