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Abstract(s)
O presente trabalho de investigação foi realizado no âmbito do Mestrado em
Ensino Precoce de Inglês, no intuito de refletir e chegar a conclusões acerca das
potencialidades da implementação da Metodologia de Projeto no Ensino de Inglês na
Educação Pré-escolar, estabelecendo a comparação com metodologias de ensino
tradicionais. Este projeto foi implementado em duas Instituições de Ensino do Préescolar
do Concelho de Vila do Conde, dando particular enfoque ao caráter inovador e
transformativo da Metodologia de Projeto, à luz das diretrizes da Educação para o
século XXI e da Educação Intercultural.
Durante a realização deste trabalho, foi fundamental refletir sobre o papel do
professor enquanto sujeito interventivo e gerador de mudança bem como do aluno,
centro de todo o processo, o qual é norteado por contextos reais de aprendizagem,
vivências e pela participação de toda a comunidade escolar.
The present work was shaped under the Master’s degree of Early English Teaching in order to study, think and reach conclusions about the power of Project Work in what concerns teaching English in Preschool and compare it to traditional methodologies. This project was implemented in two Preschool Institutions in the county of Vila do Conde, taking into account the trendsetter and transformative role of Project Work in Early English Teaching and regarding the guidelines of Education in the 21st century as well as Intercultural Education. During the carrying out of this work it was crucial to think about the teacher’s interventive role as someone who creates changes as well as the student’s role. The student is regarded as the centre of the learning process, which is guided by real contexts of learning, experiences and by the involvement of the school community.
The present work was shaped under the Master’s degree of Early English Teaching in order to study, think and reach conclusions about the power of Project Work in what concerns teaching English in Preschool and compare it to traditional methodologies. This project was implemented in two Preschool Institutions in the county of Vila do Conde, taking into account the trendsetter and transformative role of Project Work in Early English Teaching and regarding the guidelines of Education in the 21st century as well as Intercultural Education. During the carrying out of this work it was crucial to think about the teacher’s interventive role as someone who creates changes as well as the student’s role. The student is regarded as the centre of the learning process, which is guided by real contexts of learning, experiences and by the involvement of the school community.
Description
Keywords
Educação intercultural Educação pré-escolar Inglês Projeto Vivências Intercultural education Preschool English Project Experiences
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação