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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 relatório, elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, apresenta os três estágios pedagógicos desenvolvidos em contextos de educação de infância e de 1.º Ciclo do Ensino Básico, de forma reflexiva. A base fundamentada destas práticas pedagógicas encontra-se refletida numa primeira parte teórica, de forma a enquadrar toda a prática do ponto de vista teórico, bem como os métodos e estratégias pedagógicas adotadas. Numa perspetiva de conexão entre teoria e práxis, o educador/professor reflexivo deve assumir uma atitude proactiva, pelo que a metodologia de Investigação-Ação surge, aqui, com o intuito de melhorar as práticas para proporcionar uma educação de qualidade. Assim, as ações pedagógicas centraram-se nos ideais de aprendizagem construtivista, cooperativa, significativa e ativa, pretendendo efetivá-la, da melhor maneira possível, para cada criança. Na intervenção pedagógica em educação de infância, a prática foi concretizada com um grupo de transição, no edifício “O Girassol”, pertencente à EB1/PE/C da Nazaré, com crianças de dois anos, considerando, como estratégias de investigação-ação, a promoção de atividades para estimular e desenvolver a sua expressão verbal. As práticas pedagógicas no 1.º CEB foram desenvolvidas numa turma de 1.º ano, na EB1/PE/C da Nazaré, e numa turma de 4.º ano, na EB1/PE da Ladeira. A intervenção pedagógica no 1.º B teve em conta estratégias de desenvolvimento do raciocínio matemático com materiais diversificados, enquanto no 4.º A foram proporcionadas atividades significativas e cooperativas, promovendo a autonomia e motivação das crianças, com vista a uma educação de qualidade.
The report, elaborated within the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, presents the three pedagogical apprenticeship developed in contexts of early childhood education and of 1st Cycle of Basic Education, reflectively. The reasoned basis of these practices is reflected in a first theoretical part, in order to frame all the practice from the theoretical point of view, as well as the pedagogical methods and strategies adopted. In a perspective of connection between theory and praxis, the reflexive educator/teacher must take a proactive attitude, so the research-action methodology appears, here, with the aim of improving the practices to provide a quality education. Thereby, the pedagogical actions focused on the ideals of constructivist, cooperative, significant and active learning, intending to carry it out, in the best way possible, for each child. In the pedagogical intervention in childhood education, the practice was carried out with a transition group, in the building “O Girassol”, belonging to the EB1/PE/C of Nazaré, with two year-olds, considering, as research-action strategies, the promotion of activities to stimulate and develop their verbal expression. The pedagogical practices in the 1st Cycle of Basic Education were developed in a 1st year class, at EB1/PE/C of Nazaré, and in a 4th year class, at EB1/PE of Ladeira. The pedagogical intervention in 1st B took into account strategies of development of mathematical reasoning with diversified materials, while in the 4th A significant and cooperative activities were provided, promoting children’s autonomy and motivation, aiming a quality education.
The report, elaborated within the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, presents the three pedagogical apprenticeship developed in contexts of early childhood education and of 1st Cycle of Basic Education, reflectively. The reasoned basis of these practices is reflected in a first theoretical part, in order to frame all the practice from the theoretical point of view, as well as the pedagogical methods and strategies adopted. In a perspective of connection between theory and praxis, the reflexive educator/teacher must take a proactive attitude, so the research-action methodology appears, here, with the aim of improving the practices to provide a quality education. Thereby, the pedagogical actions focused on the ideals of constructivist, cooperative, significant and active learning, intending to carry it out, in the best way possible, for each child. In the pedagogical intervention in childhood education, the practice was carried out with a transition group, in the building “O Girassol”, belonging to the EB1/PE/C of Nazaré, with two year-olds, considering, as research-action strategies, the promotion of activities to stimulate and develop their verbal expression. The pedagogical practices in the 1st Cycle of Basic Education were developed in a 1st year class, at EB1/PE/C of Nazaré, and in a 4th year class, at EB1/PE of Ladeira. The pedagogical intervention in 1st B took into account strategies of development of mathematical reasoning with diversified materials, while in the 4th A significant and cooperative activities were provided, promoting children’s autonomy and motivation, aiming a quality education.
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Educação de infância 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Aprendizagem ativa Significativa e cooperativa Childhood education 1st Cycle of Basic Education Pedagogical practice Research-action Active Significant and cooperative learning Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais