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Relatório de estágio apresentado à Universidade da Madeira para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
O presente relatório é o resultado de um longo processo formativo e das
experiências realizadas no Pré-Escolar e no 1º Ciclo do Ensino Básico, no âmbito das
disciplinas de Prática Pedagógica I, II e III. O estágio prepara o futuro profissional para
a docência, seja no Pré-Escolar ou no 1º Ciclo.
Neste trabalho, apresenta-se a prática pedagógica, a teórica e desenvolve-se dois
projetos de Investigação-Ação. Na Prática Pedagógica I, foi trabalhado o projeto com
base numa criança de cinco anos que tinha uma perturbação a nível sensorial e que
apresentava diversos problemas de relacionamento com o grupo e com os adultos. A
questão colocada foi a seguinte: Como é que o grupo da “Sala Verde” pode contribuir
para a integração social da criança com necessidades educativas especiais na área da
comunicação? Com a implementação de algumas estratégias, aos poucos, apercebemo nos da interação da criança com as outras e também com os profissionais de educação.
No Ensino Básico, o Projeto foi realizado na Prática III, a questão formulada foi
sugerida pela professora cooperante do 1º ano. O tema escolhido foi pertinente, uma vez
que os alunos iniciavam o seu primeiro contacto no processo da escolarização. A partir
desse momento, e em diálogo com a professora cooperante, tomei algumas notas e
elaborei a minha questão que consistiu na seguinte: Como é que os alunos do 1º ano
aprendem a ler, a desenhar as letras e a desenvolver a consciência fonológica?
Tendo em conta esta problemática, ao planear as atividades, procurei
implementar algumas estratégias e, com o decorrer dos dias, os alunos foram evoluindo
significativamente na temática em estudo, pois cada dia exercitavam a escrita e a leitura
e consequentemente foram adquirindo a consciência fonológica.
This report is the result of a long training process and the experiences carried out in Preschool and Primary School Education, in the scope of the Supervised Educational Practice I, II and III subjects. The internship prepares the future professional for teaching, whether in preschool or primary school. This work consists of pedagogical and theoretical practice, in which two Action Research projects were developed. In Pedagogical Practice I, a study was developed based on a five-year-old child diagnosed with a sensory disturbance who had different type of relationship problems within the group and with the adults. The question asked was: How can the “Sala Verde” group contribute to the social integration of children with special educational needs in communication? By implementing some strategies, little by little, we became aware of the child's interaction with others and also with education professionals. In Primary Education, the Project was carried out in Practice III and, the formulated question was suggested by the cooperating teacher. The chosen theme was relevant since the students were in their first year, thereby initiating the schooling process. From that moment on, after several discussions with the cooperating teacher, I took some notes and elaborated my question, which consisted of the following: How do 1st year students learn to read, draw letters and develop phonological awareness? Taking this issue into account, when planning the activities I tried to implement some strategies and, over time, the students evolved significantly in the subject under study, as each day they exercised writing and reading and, consequently, acquired phonological awareness.
This report is the result of a long training process and the experiences carried out in Preschool and Primary School Education, in the scope of the Supervised Educational Practice I, II and III subjects. The internship prepares the future professional for teaching, whether in preschool or primary school. This work consists of pedagogical and theoretical practice, in which two Action Research projects were developed. In Pedagogical Practice I, a study was developed based on a five-year-old child diagnosed with a sensory disturbance who had different type of relationship problems within the group and with the adults. The question asked was: How can the “Sala Verde” group contribute to the social integration of children with special educational needs in communication? By implementing some strategies, little by little, we became aware of the child's interaction with others and also with education professionals. In Primary Education, the Project was carried out in Practice III and, the formulated question was suggested by the cooperating teacher. The chosen theme was relevant since the students were in their first year, thereby initiating the schooling process. From that moment on, after several discussions with the cooperating teacher, I took some notes and elaborated my question, which consisted of the following: How do 1st year students learn to read, draw letters and develop phonological awareness? Taking this issue into account, when planning the activities I tried to implement some strategies and, over time, the students evolved significantly in the subject under study, as each day they exercised writing and reading and, consequently, acquired phonological awareness.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Prática pedagógica Investigação-ação Preschool education 1st Cycle of Basic Education Pedagogical practice Action investigation Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico . Faculdade de Ciências Sociais