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Authors
Abstract(s)
O presente relatório, realizado no âmbito do Mestrado em Educação Pré-
Escolar e Ensino do 1.º Ciclo do Ensino Básico, pretende fundamentar a Prática
Pedagógica Supervisionada desenvolvida em contexto de educação pré-escolar
e ensino do 1.º CEB. Será apresentada a contextualização da prática e a
importância do trabalho em díade pedagógica, os modelos e metodologias
utilizadas em estágio, retratando todo o processo de desenvolvimento
profissional e pessoal do mestrando.
Os processos formativos basearam-se sempre na metodologia de
investigação-ação, quer a formação do mestrando, quer a metodologia de
investigação sobre a prática, que permitiu a construção de conhecimentos para
a docência. Por este modo, a formação e a prática permitiram desenvolver
experiências de ensino que visaram a compreensão das possibilidades de
interdisciplinaridade entre as áreas de conteúdo, pela utilização de estratégias
diversificadas, de modo a motivar e a envolver as crianças nas aprendizagens.
De referir também que todas estas aprendizagens e experiências que foram
proporcionadas às crianças, tiveram como base um quadro teórico e
metodológico rigoroso. O educador/professor desempenha um papel
fundamental na organização e gestão do currículo, e nas estratégias que
seleciona. Para as crianças, é fundamental que exista estratégias de motivação e
envolvimento, por parte do docente, para criar um ambiente educativo rico em
experiências e aprendizagens significativas. Com este ambiente todos vão
beneficiar de um ambiente educativo favorável.
In this study, carried in the Master’s Degree in Pre-School and Elementary School scope, it aims to justify the Supervised Pedagogical Practice developed in the pre-school and elementary school contexts. It is, therefore, presented in this work the contextualization in the practice and the importance of working as a pair, the models and methods applied in action and all the developed processes, both professional and personal within the Master’s Degree student. The formative processes were based in the action-research process, either for the formation of graduate student either the research methodology on the practice, and allowed knowledge construction into teaching. This way, formation and practice both enabled developing teaching experiences that aimed for the realization about interdisciplinary possibilities between content areas, use of varied strategies, in a way it can engage children in their own learning. It’s also worth mentioning that all these learnings and experiences that were provided to children, were based on a theoretical and methodological framework. Both kindergarten/elementary school teacher plays a crucial paper in the curricular choice and management, as well as in the strategies chosen to the children feel implicated and in a way it is provided a learning environment, rich in meaningful experiences. In it, is possible for the children, families, team and school community to profit of a favorable environment.
In this study, carried in the Master’s Degree in Pre-School and Elementary School scope, it aims to justify the Supervised Pedagogical Practice developed in the pre-school and elementary school contexts. It is, therefore, presented in this work the contextualization in the practice and the importance of working as a pair, the models and methods applied in action and all the developed processes, both professional and personal within the Master’s Degree student. The formative processes were based in the action-research process, either for the formation of graduate student either the research methodology on the practice, and allowed knowledge construction into teaching. This way, formation and practice both enabled developing teaching experiences that aimed for the realization about interdisciplinary possibilities between content areas, use of varied strategies, in a way it can engage children in their own learning. It’s also worth mentioning that all these learnings and experiences that were provided to children, were based on a theoretical and methodological framework. Both kindergarten/elementary school teacher plays a crucial paper in the curricular choice and management, as well as in the strategies chosen to the children feel implicated and in a way it is provided a learning environment, rich in meaningful experiences. In it, is possible for the children, families, team and school community to profit of a favorable environment.
Description
Keywords
Prática pedagógica Ambiente educativo Participação ativa Investigação-ação Learning environment Active participation Action-research Pedagogical practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação