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| 5.58 MB | Adobe PDF |
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Abstract(s)
Este relatório pretende refletir as práticas vividas e experiências adquiridas com
alunos dos1º, 2º e 3ºciclos do Ensino Básico. Este estudo é fruto da descrição da minha
prática profissional no 1º e 2º ciclos e da experiência em contexto da Prática de Ensino
Supervisionada no 3º Ciclo, na qual me foquei na importância da realização de aulas
com ritmo e movimento no processo ensino/aprendizagem.
A recolha de dados decorreu de duas formas: a primeira através da observação
direta e a segunda através do registo de notas de campo. Os resultados obtidos sugerem
que a utilização do ritmo e movimento em contexto de sala de aula proporcionam uma
participação mais ativa dos alunos. Também, a utilização da interdisciplinaridade
revelou uma maior envolvência dos alunos nas atividades ativas realizadas.
This report is intended to reflect the lived practices and experiences with students of 1º, 2nd and 3ºciclos of Basic Education. This study is the result of the description of my professional practice in the 1st and 2nd cycles and experience in the context of Supervised Teaching Practice in the 3rd cycle, in which I focused on the importance of conducting lessons with pace and movement in the teaching / learning process. Data collection took place in two ways: first by direct observation and the second by recording field notes. The results suggest that the use of rhythm and movement in the context of the classroom provide a more active participation of students. Also, the use of interdisciplinary revealed greater involvement of students in active activities.
This report is intended to reflect the lived practices and experiences with students of 1º, 2nd and 3ºciclos of Basic Education. This study is the result of the description of my professional practice in the 1st and 2nd cycles and experience in the context of Supervised Teaching Practice in the 3rd cycle, in which I focused on the importance of conducting lessons with pace and movement in the teaching / learning process. Data collection took place in two ways: first by direct observation and the second by recording field notes. The results suggest that the use of rhythm and movement in the context of the classroom provide a more active participation of students. Also, the use of interdisciplinary revealed greater involvement of students in active activities.
Description
Keywords
Ritmo Movimento Interdisciplinaridade Ensino-aprendizagem