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Abstract(s)
O presente relatório de Prática de Ensino Supervisionada, realizado no âmbito do curso de Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, procura focalizar-se na autoavaliação das nossas práticas, realizadas em contexto de Educação Pré-escolar e de 1.º Ciclo do Ensino Básico, nos quais se destaca a importância das inteligências intrapessoal e interpessoal. No desenvolvimento das atividades salvaguardaram-se os valores essenciais que foram sendo construídos na relação criança-adulto e adulto-criança. No estudo que realizamos destacamos ainda a importância da reflexão sobre a nossa ação, atitudes e valores, isto pelo facto de considerarmos de extrema importância termo-nos valido das inteligências intrapessoal e interpessoal para a garantia do vínculo com as crianças, no sentido de promovermos um acolhimento afetivo e um atendimento respeitoso. Para tal tivemos de considerar a relação interpessoal e intrapessoal (inteligência/competência) ponderando o processo ecológico de desenvolvimento humano. Neste enquadramento, o nosso trabalho foi realizado considerando a seguinte temática: a importância das inteligências intrapessoal e interpessoal no papel que assumimos enquanto futuras profissionais da educação. Desta forma, pensamos na questão problema: como percecionamos ter gerido as situações problemáticas e os nossos conflitos intrapessoais e interpessoais de natureza diversa que foram surgindo nos dois contextos de estágio? e estipulamos como intencionalidades: (i) refletir sobre as estratégias implementadas nos contextos de estágio, promotoras de regras de convivência democrática entre todos os atores; (ii) identificar situações problemáticas e conflitos intrapessoais e interpessoais vivenciados nos dois contextos de estágio; e (iii) encontrar formas de superação de conflitos. Sustentamo-nos nas inteligências múltiplas propostas por Gardner, Kornhaber e Wake (1998) e atendendo ao trabalho de Dianne Heacox (2006), formulamos itens de análise para avaliar cada uma das inteligências na realização das atividades descritas. Neste sentido recorremos ao registo em grelhas de observação que nos avaliavam em termos da nossa competência intrapessoal e interpessoal. Uma vez que se trata de uma questão que, em nosso entender, poderá ser subjetiva, decidimos utilizar o método de investigação biográfico para procedermos ao presente estudo, isto porque, neste método, importa estudar o indivíduo na sua singularidade.
This report of Supervised Teaching Practice, carried out under the Master Degree course entitled Preschool Education and Teaching of the 1st Cycle of Basic Education, seeks to focus on self-assessment of our practices, held in the context of Preschool Education and 1st Cycle of Basic Education, which highlights the importance of intrapersonal and interpersonal intelligences. The development of activities safeguarded to the core values that were built in the child-adult and adult-child relationship. In the study we conducted further highlight the importance of reflecting on our actions, attitudes and values, that the fact that we consider of utmost importance to us valid term of intrapersonal and interpersonal intelligences to guarantee the bond with the children, in the sense we promote one affective host and respect full care. To do this we had to consider he interpersonal and intrapersonal relationship (intelligence /competence) considering the ecological process of human development. In this context, our work was carried out considering the following themes: the importance of intrapersonal and interpersonal intelligences in the role that we assume as future education professionals. Thus, we think the problem question: how do we understand have managed the difficult situations and our intrapersonal and interpersonal conflicts of a diverse nature that emerged in the two stage contexts? And stipulate how intentions: (i) reflect on the strategies implemented in the stage of contexts, promoting democratic rules of coexistence among all actors; (ii) identify problem situations and intrapersonal and interpersonal conflicts experienced in the two stage contexts; and(iii) find ways to overcome conflicts. Sustained in multiple intelligences proposed by Gardner, Kornhaber and Wake (1998) and attended the job of Dianne Heacox (2006), we formulate analysis items to evaluate each of the intelligences in carrying out the activities described. In this sense we used to recording observation grids that evaluated us in terms of our interpersonal and intrapersonal skills. Since this is a question that, in our view, may be subjective, we decided to use the biographical research method to proceed to this study, this is because, in this method, it is important to study the individual in its uniqueness.
This report of Supervised Teaching Practice, carried out under the Master Degree course entitled Preschool Education and Teaching of the 1st Cycle of Basic Education, seeks to focus on self-assessment of our practices, held in the context of Preschool Education and 1st Cycle of Basic Education, which highlights the importance of intrapersonal and interpersonal intelligences. The development of activities safeguarded to the core values that were built in the child-adult and adult-child relationship. In the study we conducted further highlight the importance of reflecting on our actions, attitudes and values, that the fact that we consider of utmost importance to us valid term of intrapersonal and interpersonal intelligences to guarantee the bond with the children, in the sense we promote one affective host and respect full care. To do this we had to consider he interpersonal and intrapersonal relationship (intelligence /competence) considering the ecological process of human development. In this context, our work was carried out considering the following themes: the importance of intrapersonal and interpersonal intelligences in the role that we assume as future education professionals. Thus, we think the problem question: how do we understand have managed the difficult situations and our intrapersonal and interpersonal conflicts of a diverse nature that emerged in the two stage contexts? And stipulate how intentions: (i) reflect on the strategies implemented in the stage of contexts, promoting democratic rules of coexistence among all actors; (ii) identify problem situations and intrapersonal and interpersonal conflicts experienced in the two stage contexts; and(iii) find ways to overcome conflicts. Sustained in multiple intelligences proposed by Gardner, Kornhaber and Wake (1998) and attended the job of Dianne Heacox (2006), we formulate analysis items to evaluate each of the intelligences in carrying out the activities described. In this sense we used to recording observation grids that evaluated us in terms of our interpersonal and intrapersonal skills. Since this is a question that, in our view, may be subjective, we decided to use the biographical research method to proceed to this study, this is because, in this method, it is important to study the individual in its uniqueness.
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Keywords
Prática de ensino supervisionada Educação pré-escolar 1º Ciclo do Ensino Básico Inteligências intrapessoal e interpessoal Autoavaliação das práticas