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Abstract(s)
O presente relatório de estágio desenvolvido na unidade curricular Prática Educativa Supervisionada, inserida no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, tem como objetivo espelhar o processo de desenvolvimento e aprendizagem, através de uma postura crítica e reflexiva.
Assim, encontra-se organizado em três capítulos que se articulam entre si, de modo a que se compreendam as atividades que foram propostas aos grupos da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico.
Desta forma, apresenta-se o quadro teórico e legal aprendido e aprofundado ao longo do primeiro ciclo de estudos, bem como no decorrer do referido mestrado. O quadro concetual relaciona-se com o perfil duplo de docência, tanto a nível geral, como específico, mostrando as similitudes e contrastes entre os mesmos.
Tendo em consideração o primeiro capítulo, evidencia-se uma caracterização e análise do ambiente educativo da instituição, bem como da dinâmica da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico. Neste sentido, e como o meio envolvente é fundamental para o desenvolvimento holístico das crianças, refere-se, também, a organização do espaço, do tempo e dos materiais em ambos os grupos supramencionados.
Posteriormente, tendo por base as especificidades das crianças, serão descritas e analisadas algumas das atividades concretizadas em ambos os grupos e os impactos que tiveram nas mesmas e no seu desenvolvimento.
Em suma, compreender-se-á que as atividades foram desenvolvidas tendo em vista a perspetiva holística e socioconstrutivista da educação, onde as crianças são o centro do processo de ensino e de aprendizagem.
The present internship report, developed in the curricular unit of Supervised Educational Practice, inserted in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, aims to reflect the process of development and learning, through a critical and reflexive posture. Thus, it is organized in three chapters that articulate each other, in order to be possible to understand the activities that were proposed to the groups of Pre-School Education and the 1st Cycle of Basic Education. Therefore, it presents the theoretical and legal framework learned and deepened during the first cycle of studies, as well as in the course of the mentioned master's degree. The conceptual framework is related to the dual profile of teaching, both general and specific, showing the similarities and contrasts between them. Considering the first chapter, it is evident a characterization and analysis of the educational environment of the institution, as well as the dynamics of Pre-School Education and the 1st Cycle of Basic Education. In this sense, and because the environment is crucial for the holistic development of children, it also refers to the space organization, time and materials in both above mentioned groups. Later, based on children’s specificities, some of the activities carried out in both groups and its impact on them and on their development will be described and analyzed. In short, it will be possible to understand that the activities were developed taking into account the holistic and socio-constructivist perspective of education, where children are the center of the teaching and learning process.
The present internship report, developed in the curricular unit of Supervised Educational Practice, inserted in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, aims to reflect the process of development and learning, through a critical and reflexive posture. Thus, it is organized in three chapters that articulate each other, in order to be possible to understand the activities that were proposed to the groups of Pre-School Education and the 1st Cycle of Basic Education. Therefore, it presents the theoretical and legal framework learned and deepened during the first cycle of studies, as well as in the course of the mentioned master's degree. The conceptual framework is related to the dual profile of teaching, both general and specific, showing the similarities and contrasts between them. Considering the first chapter, it is evident a characterization and analysis of the educational environment of the institution, as well as the dynamics of Pre-School Education and the 1st Cycle of Basic Education. In this sense, and because the environment is crucial for the holistic development of children, it also refers to the space organization, time and materials in both above mentioned groups. Later, based on children’s specificities, some of the activities carried out in both groups and its impact on them and on their development will be described and analyzed. In short, it will be possible to understand that the activities were developed taking into account the holistic and socio-constructivist perspective of education, where children are the center of the teaching and learning process.
Description
Keywords
Criança Educação Socioconstrutivismo Perspetiva holística Child Education Socioconstrutivism Holistic Perspective
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação