| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.5 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este relatório descreve e analisa a prática educativa que desenvolvemos ao nível educação pré-escolar e do 1.º Ciclo do ensino básico para obtenção de habilitação profissional para a docência nestes níveis educativos. Esta decorreu em contexto urbano, com um grupo de crianças de 5 anos de idade, no que se refere à educação pré-escolar e com um grupo de 3º ano de escolaridade no que diz respeito ao 1º ciclo do ensino básico.
Considerando a importância que a educação básica assume na formação e desenvolvimento das crianças, pretendemos refletir sobre os documentos curriculares e pedagógicos em que nos apoiámos para o desenvolvimento dos processos de ensino e aprendizagem em que nos envolvemos.
A organização do ambiente educativo e os processos de ensino/aprendizagem merecem particular desenvolvimento no presente relatório, sendo que procedemos à descrição e análise da organização dos espaços, do tempo e das interações, bem como das experiências de aprendizagem desenvolvidas com cada um dos grupos de crianças.
Estes processos foram documentados com dados recolhidos através de registos descritivos da observação, notas de campo e registos fotográficos, os quais nos auxiliaram na construção deste relatório.
Os resultados permitem-nos considerar que as crianças usufruíram de oportunidades de participação em atividades que entendemos poderem caraterizar-se como geradoras de aprendizagens ativas, diversificadas, integradas e socializadoras.
This report describes and analyses the educational practice that we developed at pre-school education and primary school teaching to obtain professional qualification for teaching in these educational levels. The same practice took place in the urban context, with a group of 5 years-old children, concerning the pre-school education, and another group of third-year education regarding the primary school teaching. Considering the importance that basic education takes on the instruction and development of the children, we intend to reflect upon the curricular and pedagogical documents that have supported the development of both teaching and learning processes we got engaged in. The organization of the educational environment and the teaching-learning processes deserve particular attention in this report, as we describe and analyse the organization of spaces, time and interactions, as well as the learning experiences developed with each group of children. These processes were documented with data collected from descriptive records of observation, field notes and photographic material, which helped us to build this report. The results allow us to consider that children benefited from having opportunity to participate in activities we feature as generators of active, diverse, integrated and socializing learning processes.
This report describes and analyses the educational practice that we developed at pre-school education and primary school teaching to obtain professional qualification for teaching in these educational levels. The same practice took place in the urban context, with a group of 5 years-old children, concerning the pre-school education, and another group of third-year education regarding the primary school teaching. Considering the importance that basic education takes on the instruction and development of the children, we intend to reflect upon the curricular and pedagogical documents that have supported the development of both teaching and learning processes we got engaged in. The organization of the educational environment and the teaching-learning processes deserve particular attention in this report, as we describe and analyse the organization of spaces, time and interactions, as well as the learning experiences developed with each group of children. These processes were documented with data collected from descriptive records of observation, field notes and photographic material, which helped us to build this report. The results allow us to consider that children benefited from having opportunity to participate in activities we feature as generators of active, diverse, integrated and socializing learning processes.