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Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito da Prática de Ensino Supervisionada realizada nos contextos da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico do Mestrado profissionalizante para a Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino básico. A prática no contexto da Educação Pré-Escolar foi realizada numa instituição que se subdividia em dois setores, creche e jardim-de-infância, sendo que as crianças com as quais trabalhamos tinham idades de três e quatro anos. Relativamente ao contexto do 1.º Ciclo do Ensino Básico, tratou-se de um centro escolar e as crianças frequentavam uma turma do 2.º ano de escolaridade. Em ambos os contextos a ação educativa foi pensada e desenvolvida no sentido de corresponder aos interesses e necessidades das crianças, através de pesquisa, reflexão e descoberta. As experiências de ensino aprendizagem descritas foram também pensadas e refletidas no sentido de proporcionar às crianças momentos de aprendizagem significativas e, com isso, permitir a concretização e desenvolvimento dos objetivos pretendidos. É de salientar que procuramos sempre que todas as experiências de aprendizagem fossem de caráter lúdico, dinâmicas e que houvesse uma interligação dos diferentes conteúdos, apelando também a um trabalho de cooperação. Ao longo deste relatório tivemos uma atitude reflexiva e crítica, procurando sempre manifestar a nossa opinião e justificar com alguns autores, tanto no pré-escolar (Ministério da Educação/Departamento de Educação Básica [ME/DEB], 1997; Oliveira-Formosinho, 2011; Hohmann, & Weikart, 2011; entre outros), como no 1.º Ciclo do Ensino Básico (Ministério da Educação, 2004; Bivar, Grosso, Oliveira, & Timóteo, 2013; Buescu, Morais, Rocha, & Magalhães 2012, entre outros), as nossas opções educativas, bem como com notas de campo, registos fotográficos e outros dados que justifiquem as fundamentações da nossa prática.
This report was created under the Supervised Teaching Practice held in the contexts of Pre-school Education and 1st Cycle of basic education for the achievement of a Master’s degree in Pre-school Education and Teaching 1st cycle of basic education. The practice in the context of pre-school education has been conducted in an institution which is set into two sectors, foundation and early years the children with whom we worked were between three and four years old. Regarding the context of 1st Primary School was formed in a School Centre for the children to attended a second class. In both contexts the method of educational was designed and developed to match the interests and needs of children through research to reflect children understanding and discovery methods. The experiences of teaching and learning described were thought and reflected towards providing the children significant moments of learning and therefore allows us as an establishment their development on its achievements. Learning experiences were playful, dynamic, character and there was an interconnection of different content, also calling for a cooperative work understanding. Throughout this report had to re-think and reflect most important points of achievement, always trying to express our opinion and justify with some authors such as in pre-school (Ministério da Educação/Departamento de Educação Básica [ME/DEB], 1997; Oliveira-Formosinho, 2011; Hohmann, & Weikart, 2011; among others) or in the 1st cycle of basic education (Ministério da Educação , 2004; Bivar, Grosso, Oliveira, & Timoteo, 2013; Buescu, Morais, Rock, & Magalhães, 2012, amongst others), our educational options, as well as field notes, photographic records and other data to justify best methods of practice in our profession.
This report was created under the Supervised Teaching Practice held in the contexts of Pre-school Education and 1st Cycle of basic education for the achievement of a Master’s degree in Pre-school Education and Teaching 1st cycle of basic education. The practice in the context of pre-school education has been conducted in an institution which is set into two sectors, foundation and early years the children with whom we worked were between three and four years old. Regarding the context of 1st Primary School was formed in a School Centre for the children to attended a second class. In both contexts the method of educational was designed and developed to match the interests and needs of children through research to reflect children understanding and discovery methods. The experiences of teaching and learning described were thought and reflected towards providing the children significant moments of learning and therefore allows us as an establishment their development on its achievements. Learning experiences were playful, dynamic, character and there was an interconnection of different content, also calling for a cooperative work understanding. Throughout this report had to re-think and reflect most important points of achievement, always trying to express our opinion and justify with some authors such as in pre-school (Ministério da Educação/Departamento de Educação Básica [ME/DEB], 1997; Oliveira-Formosinho, 2011; Hohmann, & Weikart, 2011; among others) or in the 1st cycle of basic education (Ministério da Educação , 2004; Bivar, Grosso, Oliveira, & Timoteo, 2013; Buescu, Morais, Rock, & Magalhães, 2012, amongst others), our educational options, as well as field notes, photographic records and other data to justify best methods of practice in our profession.