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Abstract(s)
O presente relatório foi realizado no âmbito da unidade curricular de Prática de
Ensino Supervisionada, inserida no plano de estudos do curso de Mestrado em Educação Pré-
Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto
Politécnico de Bragança. A intervenção em contexto de Educação Pré- Escolar teve a duração
de 180 horas, das quais 24 horas foram em contexto Creche. A intervenção em contexto de
1.º Ciclo do Ensino Básico teve, igualmente, a duração de 180 horas. Na Educação Pré-
Escolar, trabalhamos com um grupo de 19 crianças, de 3 e 4 anos de idade, e no 1.º Ciclo do
Ensino Básico, com um grupo de 23 crianças que integravam o 3.º ano de escolaridade, com
9 anos de idade. Ambos os contextos pertenciam à rede pública.
Para proporcionar um conhecimento mais alargado das instituições e da realidade de
cada contexto e grupo de crianças, foi elaborada a caracterização dos dois contextos. Ao
longo da prática procurámos desenvolver atividades que respondessem às necessidades e
interesses das crianças, de forma a criar momentos de participação ativa, de partilha de
saberes e de cooperação no âmbito das Orientações Curriculares para a Educação Pré-escolar,
das Metas Curriculares e do Programa do 1.º Ciclo do Ensino Básico. Tendo em conta que o
tema autonomia se revelou uma preocupação no decorrer da nossa Prática de Ensino
Supervisionada, surgiu uma questão que nos fez refletir: Como é que o professor estagiário
perceciona a construção da autonomia da criança, em contexto educativo? Tentando dar
resposta a esta questão definimos três objetivos que orientaram o nosso percurso
investigativo: (i) perceber de que forma é que a rotina diária influência na autonomia (ii)
perceber a importância da organização do espaço no desenvolvimento da autonomia das
crianças nos contextos do Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico. e (iii)
perceber como as experiências de ensino/aprendizagem ajudam na construção da autonomia;
Como instrumentos de recolha de dados recorremos à observação participante, registo
de notas de campo e de fotografias (sempre que possível). A metodologia utilizada foi a
investigação qualitativa de natureza interpretativa. Este tipo de investigação apresenta os
resultados através de narrativas com descrições contextuais e citações dos participantes, e que
desta forma transmitem as ações e reações que os mesmos tiveram ao longo da prática em
ambos os contextos.
Os resultados recolhidos nesta investigação, referem que o estagiário perceciona a
construção da autonomia da criança como um percurso longo, gratificante e com evoluções
mais significativas na Educação Pré-Escolar.
This report was carried out under the course of Supervised Teaching Practice, part of the Master's course curriculum in pre-school education and education of the 1st cycle of Basic Education, the School of the Polytechnic Institute of Education Bragança. The intervention in the context of Pre-School Education lasted 180 hours, which 24 hours were in baby nursery context. The intervention in the context of 1st cycle of basic education lasted 180 hours. In pre-school education, we work with a group of 19 children, ages 3 and 4 years old, and in the 1st cycle of basic education, with a group of 23 children who were part of the 3rd grade, with 9 years old. Both contexts belong to the public. To provide a broader knowledge of the institutions and the reality of each context and group of children was developed to characterize the two contexts. Throughout the practice sought to develop activities that respond to the needs and interests of children, to create moments of active participation, sharing of knowledge and cooperation in the Curriculum Guidelines for Preschool Education, Curriculum Goals and Program of the 1st cycle of basic education. Given that autonomy proved to be a concern in the course of our Supervised Teaching Practice, an issue arose that made us reflect: How does the trainee teacher perceciona the construction of autonomy of the child in an educational context? Trying to answer this question we defined three objectives that guided our investigative journey: (i) realize how educational experiences / learning help build autonomy; (ii) to understand how the daily routine influence on autonomy and (iii) realize the importance of the organization of space in the development of children's autonomy in the context of pre-school education and 1st cycle of basic education. How we use data collection tools to participant observation, field notes for recording and photographs (where possible). The methodology was qualitative research interpretative nature. This research presents the results through narrative with contextual descriptions and quotes from participants, and thus transmit the actions and reactions that they have had over the practice in both contexts.
This report was carried out under the course of Supervised Teaching Practice, part of the Master's course curriculum in pre-school education and education of the 1st cycle of Basic Education, the School of the Polytechnic Institute of Education Bragança. The intervention in the context of Pre-School Education lasted 180 hours, which 24 hours were in baby nursery context. The intervention in the context of 1st cycle of basic education lasted 180 hours. In pre-school education, we work with a group of 19 children, ages 3 and 4 years old, and in the 1st cycle of basic education, with a group of 23 children who were part of the 3rd grade, with 9 years old. Both contexts belong to the public. To provide a broader knowledge of the institutions and the reality of each context and group of children was developed to characterize the two contexts. Throughout the practice sought to develop activities that respond to the needs and interests of children, to create moments of active participation, sharing of knowledge and cooperation in the Curriculum Guidelines for Preschool Education, Curriculum Goals and Program of the 1st cycle of basic education. Given that autonomy proved to be a concern in the course of our Supervised Teaching Practice, an issue arose that made us reflect: How does the trainee teacher perceciona the construction of autonomy of the child in an educational context? Trying to answer this question we defined three objectives that guided our investigative journey: (i) realize how educational experiences / learning help build autonomy; (ii) to understand how the daily routine influence on autonomy and (iii) realize the importance of the organization of space in the development of children's autonomy in the context of pre-school education and 1st cycle of basic education. How we use data collection tools to participant observation, field notes for recording and photographs (where possible). The methodology was qualitative research interpretative nature. This research presents the results through narrative with contextual descriptions and quotes from participants, and thus transmit the actions and reactions that they have had over the practice in both contexts.
Description
Keywords
Educação pré-escolar Ensino do 1ºCiclo do Ensino Básico; Experiências de ensino aprendizagem Professor-estagiário Autonomia