| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.26 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular da Prática de Ensino Supervisionada (PES), 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 de Bragança (ESEB), do Instituto Politécnico de Bragança.
As experiências de ensino aprendizagem, aqui apresentadas foram sempre planificadas tendo presente uma articulação curricular, em que os interesses e necessidades das crianças bem como os seus diferentes ritmos de aprendizagem, foram respeitados. Para a sua concretização, apoiamo-nos nas Orientações Curriculares para a Educação Pré-Escolar (OCEPE), no Guião de Educação, Género e Cidadania para a Educação Pré-Escolar, no Programa do 1.º Ciclo do Ensino Básico, nas Metas Curriculares para o 1.º Ciclo do Ensino Básico e no Guião de Educação, Género e Cidadania para o 1º. Ciclo do Ensino Básico. As experiências de ensino aprendizagem assentam num processo descritivo, interpretativo e reflexivo. É relevante destacar que, ao longo da prática educativa, adotamos uma atitude reflexiva e crítica face ao trabalho desenvolvido.
No decorrer da prática as atividades que desenvolvemos foram pensadas no sentido de darmos resposta à questão problema: Quais as perceções das crianças sobre as questões de género? Procurando dar resposta a esta questão delineamos os seguintes objetivos: conhecer as perceções das crianças sobre as questões de género; realizar atividades que evidenciam essas perceções; analisar essas perceções, integradas nas atividades realizadas em contexto educativo.
Para a recolha e análise de dados recorremos a um conjunto de técnicas e instrumentos de recolha de dados. Foram eles: observação participante, notas de campo, registos fotográficos e entrevista. Para a análise dos dados recorremos à análise de conteúdo.
As práticas educativas presentes no trabalho, foram desenvolvidas através de métodos ativos, que culminaram num exercício investigativo através do qual foi dada voz à criança no decorrer de toda a prática pedagógica. Após a análise e interpretação dos dados estes indiciam a existência de perceções estereotipadas sobre o género e, aparentemente parecem condicionar o dia-a-dia da criança.
This report was developed within the curricular unit Supervised Teaching Practice, included in the study plan of the Master's degree in Pre-school Education and 1st Cycle of Basic Schooling, on the School of Education of the Polytechnic Institute of Bragança. The teaching-learning experiences presented here were always planned while bearing in mind a curricular articulation, in which the children's interests and needs as well as their different learning rhythms were respected. We based the implementation on the Curricular Guidelines for Pre-school Education, the Guide on Education, Gender and Citizenship for Pre-school Education, the Program of the 1st Cycle of Basic Education, the Curricular Goals for the 1st Cycle of Basic Education and the Guide on Education, Gender and Citizenship for the 1st Cycle of Basic Education. The teaching-learning experiences are based on a descriptive, interpretive, and reflective process. It is important to highlight that, throughout the educational practice, we adopted a reflective and critical attitude towards the work developed. During the practice, the activities we developed were designed to answer the question: What are the children's perceptions of gender issues? To answer this question, we outlined the following objectives: to know the children's perceptions of gender issues; to carry out activities that show these perceptions; to analyse these perceptions, integrated into the activities carried out in the educational context. For data collection and analysis, we used a set of techniques and instruments, such as: participant observation, field notes, photographic records, and interviews. For data analysis we used content analysis. The educational practices described in this work were developed with active methods, which culminated in an investigative exercise in which the children were given a voice throughout the pedagogical practice. After analysing and interpreting the data, it indicates the existence of stereotyped perceptions of gender, and it seems to condition the children’s daily life.
This report was developed within the curricular unit Supervised Teaching Practice, included in the study plan of the Master's degree in Pre-school Education and 1st Cycle of Basic Schooling, on the School of Education of the Polytechnic Institute of Bragança. The teaching-learning experiences presented here were always planned while bearing in mind a curricular articulation, in which the children's interests and needs as well as their different learning rhythms were respected. We based the implementation on the Curricular Guidelines for Pre-school Education, the Guide on Education, Gender and Citizenship for Pre-school Education, the Program of the 1st Cycle of Basic Education, the Curricular Goals for the 1st Cycle of Basic Education and the Guide on Education, Gender and Citizenship for the 1st Cycle of Basic Education. The teaching-learning experiences are based on a descriptive, interpretive, and reflective process. It is important to highlight that, throughout the educational practice, we adopted a reflective and critical attitude towards the work developed. During the practice, the activities we developed were designed to answer the question: What are the children's perceptions of gender issues? To answer this question, we outlined the following objectives: to know the children's perceptions of gender issues; to carry out activities that show these perceptions; to analyse these perceptions, integrated into the activities carried out in the educational context. For data collection and analysis, we used a set of techniques and instruments, such as: participant observation, field notes, photographic records, and interviews. For data analysis we used content analysis. The educational practices described in this work were developed with active methods, which culminated in an investigative exercise in which the children were given a voice throughout the pedagogical practice. After analysing and interpreting the data, it indicates the existence of stereotyped perceptions of gender, and it seems to condition the children’s daily life.
Description
Keywords
Perceções Identidade de género Prática de Ensino Supervisionada Creche Educação Pré-Escolar 1.º Ciclo do Ensino Básico