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Abstract(s)
Este relatório foi efetuado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, no âmbito do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico e pretende dar uma visão do que foi o nosso estágio nestes ciclos de ensino, apresentando e refletindo sobre algumas das atividades de ensino-aprendizagem realizadas. Salienta-se que foi na sequência das observações realizadas inicialmente que delineámos a nossa ação educativa. Nestas observações pareceu-nos que o trabalho desenvolvido nas turmas se baseava na pedagogia da transmissão, e foi partindo da vontade de alterar este modo de fazer pedagogia que orientámos a nossa ação, numa tentativa deliberada de promover a pedagogia da participação. Assim, procurámos desenvolver uma prática promotora de situações de aprendizagem potenciadoras do envolvimento e motivação das crianças no processo de ensino-aprendizagem, tentando sempre que possível minimizar a pedagogia transmissiva e algumas práticas que vimos sendo implementadas. Importa referir que a nossa prática foi sustentada em pedagogos que defendem uma prática educativa sustentada na pedagogia da participação, tendo, assim, por base uma cuidada consulta bibliográfica sobre o tema. Foram objetivos desta prática a promoção de uma aprendizagem ativa, centrada na criança, promovendo atividades integradas e integradoras, abrangendo todas as áreas curriculares.
A escola não deve servir apenas como um meio de transmissão de conhecimentos, sendo pois uma etapa muito importante para preparar as crianças para as práticas de cidadania. Contudo, para que isso se concretize, é imprescindível que o professor, tido como um dos principais agentes educativos, desempenhe bem o seu papel, isto é, que organize muito bem as atividades educativas e use da melhor forma o espaço pedagógico e o tempo de aula disponível.
This report was made in the context of the course of Supervised Teaching Practice under the Master in Teaching 1.st and 2.and Primary School and aims to give a glimpse of what was our stage in these cycles of teaching, presenting and reflecting on some of the activities of teaching and learning held. Stresses that it was following the observations made initially we outlined our educational action. These observations it seemed to us that the work done in class was based on the pedagogy of transmission, and was based on the desire to change this way of doing pedagogy that we oriented our action, in a deliberate attempt to promote the pedagogy of participation. Thus, we sought to develop a practice promotes learning situations leading to the involvement and motivation of children in the process of teaching and learning, trying whenever possible to minimize the transmissive pedagogy and some practices that we saw being implemented. It should be noted that our practice was sustained by educators who advocate a sustained educational practice in pedagogy of participation, and thus based on a careful consultation literature on the subject. The objectives of this practice were to promote active learning, child-centered activities promoting integrated and inclusive, covering all curriculum areas. The school should not only serve as a means of transmitting knowledge, and is therefore a very important step to prepare children for citizenship practices. However, for this to happen, it is essential that the teacher, regarded as one of the leading educational agents, plays his role well, that is, to organize well the educational activities and the use of best teaching space and class time available.
This report was made in the context of the course of Supervised Teaching Practice under the Master in Teaching 1.st and 2.and Primary School and aims to give a glimpse of what was our stage in these cycles of teaching, presenting and reflecting on some of the activities of teaching and learning held. Stresses that it was following the observations made initially we outlined our educational action. These observations it seemed to us that the work done in class was based on the pedagogy of transmission, and was based on the desire to change this way of doing pedagogy that we oriented our action, in a deliberate attempt to promote the pedagogy of participation. Thus, we sought to develop a practice promotes learning situations leading to the involvement and motivation of children in the process of teaching and learning, trying whenever possible to minimize the transmissive pedagogy and some practices that we saw being implemented. It should be noted that our practice was sustained by educators who advocate a sustained educational practice in pedagogy of participation, and thus based on a careful consultation literature on the subject. The objectives of this practice were to promote active learning, child-centered activities promoting integrated and inclusive, covering all curriculum areas. The school should not only serve as a means of transmitting knowledge, and is therefore a very important step to prepare children for citizenship practices. However, for this to happen, it is essential that the teacher, regarded as one of the leading educational agents, plays his role well, that is, to organize well the educational activities and the use of best teaching space and class time available.