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Relatório de Estágio de Catarina Paiva Ferreira
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.44 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório enquadra-se na Unidade Curricular (UC) da Prática Educativa Supervisionada (PES), integrada no plano de estudos do 2º ano do Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (CEB).
Dada a componente prática da UC, este documento pretende apresentar e refletir sobre as práticas educativas desenvolvidas na PES, mobilizando os referentes teórico-legais que sustentam as ações pedagógicas.
Neste sentido, a mestranda procurou seguir as etapas de uma metodologia de investigação-ação, com recurso ao questionamento sistemático e foco permanente na melhoria das práticas. Seguindo uma visão construtivista e democrática, a criança foi sempre colocada no centro da ação, dando-lhe voz em todas as etapas de aprendizagem. Assim sendo, as intervenções tiveram por base metodologias ativas de aprendizagem a par do uso das tecnologias digitais, o trabalho colaborativo e cooperativo, a articulação de saberes e a contextualização e adaptação do currículo.
Neste documento é, ainda, refletida a importância do desenvolvimento da consciência fonológica tanto na valência de EPE como do 1.º CEB, e a sua influência no desenvolvimento da articulação da fala e da aprendizagem da leitura e escrita.
Salienta-se, por fim, a relevância das parcerias entre a família e comunidade, bem como da escola e o seu envolvimento nos projetos desenvolvidos.
The present report is part of the Supervised Educational Practice (PES) course unit (CU), included in the curriculum of the second year of the Master’s program in Preschool Education (EPE) and Primary Education (CEB). Given the practical component of this CU, this document aims to present and reflect on the educational practices developed during PES, incorporating the theoretical and legal frameworks that support pedagogical actions. In this context, the master’s student sought to follow the steps of an action-research methodology, utilizing systematic inquiry and maintaining a constant focus on improving practices. Adopting a constructivist and democratic perspective, the child was always placed at the center of action, with their voice considered in all stages of the learning process. Accordingly, the interventions were based on active learning methodologies alongside the use of digital technologies, collaborative and cooperative work, the integration of knowledge areas, and the contextualization and adaptation of the curriculum. This document also reflects on the importance of developing phonological awareness both in the EPE context and in the first cycle of basic education (1st CEB), highlighting its influence on the development of speech articulation and the acquisition of reading and writing skills. Finally, the relevance of partnerships between families and the community, as well as between the school and its involvement in the developed projects, is highlighted.
The present report is part of the Supervised Educational Practice (PES) course unit (CU), included in the curriculum of the second year of the Master’s program in Preschool Education (EPE) and Primary Education (CEB). Given the practical component of this CU, this document aims to present and reflect on the educational practices developed during PES, incorporating the theoretical and legal frameworks that support pedagogical actions. In this context, the master’s student sought to follow the steps of an action-research methodology, utilizing systematic inquiry and maintaining a constant focus on improving practices. Adopting a constructivist and democratic perspective, the child was always placed at the center of action, with their voice considered in all stages of the learning process. Accordingly, the interventions were based on active learning methodologies alongside the use of digital technologies, collaborative and cooperative work, the integration of knowledge areas, and the contextualization and adaptation of the curriculum. This document also reflects on the importance of developing phonological awareness both in the EPE context and in the first cycle of basic education (1st CEB), highlighting its influence on the development of speech articulation and the acquisition of reading and writing skills. Finally, the relevance of partnerships between families and the community, as well as between the school and its involvement in the developed projects, is highlighted.
Description
Keywords
Metodologia de Investigação-Ação Metodologias ativas Trabalho Colaborativo Consciência Fonológica Tecnologias Digitais Action-Research Methodology Active Methodologies Phonological Awareness Collaborative Work Digital Technologies
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence