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Relatório de estágio da intervenção pedagógica na Instituição Maria Eugénia de Canavial, EB1/PE da Achada e EB1/PE da Ladeira
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| 2.45 MB | Adobe PDF |
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Abstract(s)
O presente relatório, que surge no âmbito de obter o grau de mestre em Educação PréEscolar (EPE) e 1.º Ciclo do Ensino Básico (1.ºCEB), fundamenta-se com as minhas práticas pedagógicas em ambos os níveis de ensino, bem como a teoria e as metodologias em que me baseei para as mesmas. A observação e a reflexão foram cruciais para conseguir desenvolver as minhas intervenções e os projetos de Investigação-Ação, formulando questões pertinentes, resultando na implementação de estratégias. A primeira prática ocorreu em contexto na EPE com um grupo de crianças com idades compreendidas entre os três e os quatro. A questão formulada para a problemática do grupo foi Como promover situações de cooperação e de partilha, através do debate e negociação na sala dos piratas?. As estratégias utilizadas, perante esta questão, foram bem-sucedidas e, num momento final, os alunos demonstraram uma maior facilidade em partilhar, respeitando os colegas. Quanto às práticas realizadas no 1.º CEB, em primeiro lugar numa turma do 1.º ano e, por fim, a última prática realizou-se numa turma de 4.º ano. Sendo que pretendia que a minha intervenção fosse adequada às necessidades dos vários grupos, segui alguns pressupostos teóricos e metodológicos que me guiaram neste percurso, com o intuito de proporcionar um ensino de qualidade. É de referir que a última intervenção não desenvolvi esta metodologia pois centrou-se na exploração das didáticas. Quanto à questão pertinente para o grupo do 1.º A, Como promover competências de concentração nos alunos do 1.º A? e às metodologias adotadas, as estratégias implementadas resultaram num aumento de motivação dos alunos e, consequentemente, uma maior concentração nas tarefas realizadas. Tudo o que, aqui, se encontra explanado é o culminar do que considerei fulcral no meu percurso de formação e, ao mesmo tempo, para uma futura prática profissional.
This report, which arises in the scope of obtaining the Master's Degree in Pre-School Education (EPE) and 1st Cycle of Basic Education (1st CEB), is based on my pedagogical practices at both levels of education, as well as the theory and methodologies on which I have based them. Observation and reflection were crucial to being able to develop my interventions and Research-Action projects, asking pertinent questions, resulting in the implementation of strategies. The first practice occurred in context in EPE with a group of children aged three to four. The question raised for the group's problems was How to promote situations of cooperation and sharing, through debate and negotiation in the pirate room? The strategies used in this regard were successful and, in a final moment, the students showed a greater ease in sharing, respecting their colleagues. As for the practices carried out in the 1st CEB, first in a class of the 1st year, and lastly the last practice was held in a group of 4th year. Since I wanted my intervention to be appropriate to the needs of the various groups, I followed some theoretical and methodological assumptions that guided me along this path, with the aim of providing quality education. It should be noted that the last intervention did not develop this methodology because it focused on the exploration of didactics. Concerning the relevant question for the 1st A group, How to promote concentration skills in 1st A students? and to the methodologies adopted, the implemented strategies resulted in an increase in student motivation and, consequently, a greater concentration on the tasks performed. All that is explained here is the culmination of what I considered central in my training course and, at the same time, for a future professional practice.
This report, which arises in the scope of obtaining the Master's Degree in Pre-School Education (EPE) and 1st Cycle of Basic Education (1st CEB), is based on my pedagogical practices at both levels of education, as well as the theory and methodologies on which I have based them. Observation and reflection were crucial to being able to develop my interventions and Research-Action projects, asking pertinent questions, resulting in the implementation of strategies. The first practice occurred in context in EPE with a group of children aged three to four. The question raised for the group's problems was How to promote situations of cooperation and sharing, through debate and negotiation in the pirate room? The strategies used in this regard were successful and, in a final moment, the students showed a greater ease in sharing, respecting their colleagues. As for the practices carried out in the 1st CEB, first in a class of the 1st year, and lastly the last practice was held in a group of 4th year. Since I wanted my intervention to be appropriate to the needs of the various groups, I followed some theoretical and methodological assumptions that guided me along this path, with the aim of providing quality education. It should be noted that the last intervention did not develop this methodology because it focused on the exploration of didactics. Concerning the relevant question for the 1st A group, How to promote concentration skills in 1st A students? and to the methodologies adopted, the implemented strategies resulted in an increase in student motivation and, consequently, a greater concentration on the tasks performed. All that is explained here is the culmination of what I considered central in my training course and, at the same time, for a future professional practice.
Description
Keywords
Escola Prática pedagógica Investigação-ação Cooperação Motivação Formação School Pedagogical practice Research-action Cooperation Motivation Formation Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais