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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino
Supervisionada (PES), integrada no curso de Mestrado em Educação Pré-escolar e
Ensino do 1.º Ciclo do Ensino Básico, desenvolvida em contexto de Educação Préescolar,
numa Instituição de Solidariedade Social com crianças de três, quatro e cinco
anos de idade e em contexto do 1.º Ciclo do Ensino Básico, efetivada numa escola da
rede pública com um grupo de crianças de oito e nove anos de idade.
Ao longo da ação educativa tivemos o cuidado de apoiar as crianças atendendo às suas
motivações e aos seus interesses, com a intencionalidade de promover a construção de
saberes que resultassem da sua própria ação. Os dados foram recolhidos no decorrer das
intervenções nos dois contextos, através da observação direta e participante, registo de
notas de campo da escuta das crianças e registos fotográficos. Numa fase posterior do
nosso trabalho e atendendo à linha de investigação que pretendíamos seguir no âmbito
deste trabalho, arriscamos, enquanto educadora/professora em formação, analisar as
nossas próprias práticas recorrendo a todas as planificações realizadas ao longo da
Prática de Ensino Supervisionada. As categorias versavam sobre as planificações e com
elas pretendia-se aferir sobre o seu conteúdo no sentido de perceber se nestas se
incluíam tempos/espaços diversificados na sala de atividades e no exterior (em grande
grupo, em pequeno grupo, individuais), se previam atividades diversificadas na sala de
atividades e no exterior (em grande grupo, em pequeno grupo, individuais) e que tipo de
aprendizagens se pretendia promover (sustentadas na descoberta, sustentadas na
resolução de problemas e sustentadas na gestão partilhada). Pretendeu-se ainda refletir
sobre a prática educativa desenvolvida e, para tal, recorremos a um processo descritivo,
analítico e interpretativo das situações de aprendizagem.
Relativamente à organização deste relatório salientamos que está dividido em cinco
pontos fundamentais, sendo o primeiro a contextualização dos contextos onde se
desenvolveram as intervenções pedagógicas, assim como dos grupos de crianças; o
segundo ponto dá conta do enquadramento teórico onde se reflete sobre a importância
dos diferentes contextos fazendo referência à organização do espaço, do tempo, das
interações e de modelos pedagógicos, pontos sobre os quais assenta a análise
documental. O terceiro ponto diz respeito à metodologia que abarca os métodos de
análise utilizados no decorrer da investigação; no quarto ponto é apresentada a análise
dos resultados que fundamentam os objetivos iniciais deste relatório, sendo
complementada com referências a algumas experiências de ensino/aprendizagem (E/A)
e que pensamos sustentar a nossa análise. Por fim, nas considerações finais reflete-se
sobre os resultados e as conclusões de forma crítica sobre as práticas desenvolvidas nos
dois contextos.
Apesar das dificuldades sentidas na realização deste trabalho temos consciência que
conseguimos encontrar modos de as ultrapassar e, depois deste processo, em que nos
obrigou a ser investigadoras, consideramos que é um reflexo da nossa evolução ao
longo do tempo e que mostra como nos formamos na interação com as crianças.
This report was written as part of Learning Unit of Supervised Teaching Practice, integrated in the MSc program in Preschool Education and Teaching of the 1st Cycle of Basic Education, developed in the context of Preschool Education, in an institution of social solidarity with children of three, four and five years of age and in the context of 1st Cycle of Basic Education, carried in a public school with a group of children of eight and nine years old. Along the educational activities we were cautious to support the children meeting their motivations and their interests, with the aim to promote the construction of knowledge resulting from their own actions. Data were collected during the two interventions, through direct and participatory observation, field notes recording, listening to children and photographic records. At a later stage of our work and given the research framework that we wanted to follow, we took the risk, as an educator / teacher in training, of examining our own practices using all unfolds prepared throughout the Supervised Teaching Practice. The categories were related to the unfolds and were intended to assess its content in order to understand if it included diverse times and spaces both in the activities room and outdoor (in large group, in small group, individual), if it comprised diversified activities in the activities room and outdoor (in large group, in small group, individual) and what kind of pedagogy was intended to promote (by discovery, problem-solving and shared management). It was intended to also reflect on the developed educational practice and, to this end, we resort to a descriptive, analytical and interpretative process of learning situations. Regarding the organization of this report we highlight that it is divided into five key points, the first being the contextualization of contexts where pedagogical interventions took place, as well as of the groups of children; the second section consists in a theoretical framework focused on the importance of different contexts referring to the organization of space, time, interactions and pedagogical models, points upon which the document analysis is based. The final conciderations concerns the methodology that encompasses the methods of analysis used during the investigation; the fourth section contain an analysis of the results that underlie the initial goals of this report, completed with references to some experiences of teaching / learning, which we think may support our analysis. Finally, the fifth section contains a discussion about the results and conclusions reached about the practices developed in the two contexts. Despite the difficulties encountered in this work we are aware that we were able to find ways to overcome them, and after this process, in which we were forced to become researchers, we believe it is a reflection of our evolution over time and that it shows how we form ourselves in the interaction with children.
This report was written as part of Learning Unit of Supervised Teaching Practice, integrated in the MSc program in Preschool Education and Teaching of the 1st Cycle of Basic Education, developed in the context of Preschool Education, in an institution of social solidarity with children of three, four and five years of age and in the context of 1st Cycle of Basic Education, carried in a public school with a group of children of eight and nine years old. Along the educational activities we were cautious to support the children meeting their motivations and their interests, with the aim to promote the construction of knowledge resulting from their own actions. Data were collected during the two interventions, through direct and participatory observation, field notes recording, listening to children and photographic records. At a later stage of our work and given the research framework that we wanted to follow, we took the risk, as an educator / teacher in training, of examining our own practices using all unfolds prepared throughout the Supervised Teaching Practice. The categories were related to the unfolds and were intended to assess its content in order to understand if it included diverse times and spaces both in the activities room and outdoor (in large group, in small group, individual), if it comprised diversified activities in the activities room and outdoor (in large group, in small group, individual) and what kind of pedagogy was intended to promote (by discovery, problem-solving and shared management). It was intended to also reflect on the developed educational practice and, to this end, we resort to a descriptive, analytical and interpretative process of learning situations. Regarding the organization of this report we highlight that it is divided into five key points, the first being the contextualization of contexts where pedagogical interventions took place, as well as of the groups of children; the second section consists in a theoretical framework focused on the importance of different contexts referring to the organization of space, time, interactions and pedagogical models, points upon which the document analysis is based. The final conciderations concerns the methodology that encompasses the methods of analysis used during the investigation; the fourth section contain an analysis of the results that underlie the initial goals of this report, completed with references to some experiences of teaching / learning, which we think may support our analysis. Finally, the fifth section contains a discussion about the results and conclusions reached about the practices developed in the two contexts. Despite the difficulties encountered in this work we are aware that we were able to find ways to overcome them, and after this process, in which we were forced to become researchers, we believe it is a reflection of our evolution over time and that it shows how we form ourselves in the interaction with children.
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Keywords
Educação pré-escolar 1º Ciclo do Ensino Básico Planificação Tempos Espaços Atividades