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Advisor(s)
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da unidade curricular de Prática de Ensino Supervisionada, pertencente ao plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A prática no âmbito da Educação Pré-escolar desenvolveu-se em contexto urbano, com um grupo de crianças de 3, 4 e 5 anos, e no âmbito do 1.º Ciclo do Ensino Básico, também em contexto urbano, com um grupo de crianças do 2.º ano de escolaridade de 6, 7 e 8 anos de idade. Neste documento apresentamos a caracterização das instituições bem como dos grupos de crianças. Descrevemos, analisamos e interpretamos as experiências de ensino-aprendizagem desenvolvidas em cada um dos contextos e salientamos aquelas que pensamos terem dado uma visão alargada do nosso desenvolvimento profissional, tendo como matriz pedagógica o sócio construtivismo. As partilhas das crianças, traduzidas por nós em notas de campo, foram um importante instrumento que tivemos em consideração no desenvolvimento do processo educativo, sendo através dessas que se pode depreender a sua envolvência no processo de construção do conhecimento bem como a significação que as aprendizagens assumiram para elas e, que sentimentos mútuos despertaram. Assim sendo, através da transcrição de discursos das crianças, notas de campo, e registos fotográficos, documentamos as experiências de ensino-aprendizagem que integram este relatório de forma a contextualizarmos e valorizarmos a nossa ação.
This internship report was prepared as part of the course of Supervised Teaching Practice, belonging to the Masters in Preschool Education and Primary School Teaching. The practice in the Pre-school Education was developed in an urban context, with a group of children aged 3, 4 and 5 years, and in the Primary School Teaching, also in an urban context, with a group of children of the 2nd. grade with 6, 7 and 8 years-old. In this document we present the characterization of both institutions and groups of children. We also described, analyzed and interpreted the experiences of teaching-learning developed in each context and highlighted those we think that have taken a wide view of our professional development, having as pedagogical guide the social constructivism. The children‟s shares, translated by us into field notes, were an important tool that we had in mind in the development of the educational process, and through these can be gathered from its involvement in the process of knowledge construction as well as meaning that the learning assumed for them, and what mutual feelings emerged. Being so, through the transcription of children‟s speeches, field notes and photographic records, we documented the experiences of teaching and learning that integrate this report in order of contextualizing and enriching our action.
This internship report was prepared as part of the course of Supervised Teaching Practice, belonging to the Masters in Preschool Education and Primary School Teaching. The practice in the Pre-school Education was developed in an urban context, with a group of children aged 3, 4 and 5 years, and in the Primary School Teaching, also in an urban context, with a group of children of the 2nd. grade with 6, 7 and 8 years-old. In this document we present the characterization of both institutions and groups of children. We also described, analyzed and interpreted the experiences of teaching-learning developed in each context and highlighted those we think that have taken a wide view of our professional development, having as pedagogical guide the social constructivism. The children‟s shares, translated by us into field notes, were an important tool that we had in mind in the development of the educational process, and through these can be gathered from its involvement in the process of knowledge construction as well as meaning that the learning assumed for them, and what mutual feelings emerged. Being so, through the transcription of children‟s speeches, field notes and photographic records, we documented the experiences of teaching and learning that integrate this report in order of contextualizing and enriching our action.