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Abstract(s)
O presente relatório é referente ao trabalho desenvolvido durante a Prática de Ensino Supervisionada, para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A prática pedagógica desenvolveu-se em dois contextos distintos: no jardim-de-infância com crianças de três aos cinco anos de idade e no 1.º Ciclo do Ensino Básico com crianças do 4.º ano de escolaridade. As duas instituições estão integradas na rede de ensino público. Ambos os contextos encontram-se caracterizados no presente relatório. A caracterização aborda aspetos como a instituição, o grupo de crianças, a organização do ambiente educativo, organização e gestão do tempo, assim como as interações.
Apresenta-se a fundamentação das opções educativas que sustentaram a ação desenvolvida, pois no decorrer do processo educativo há aspetos que devemos considerar como fatores determinantes para o seu desenvolvimento.
Por fim, abordam-se algumas das experiências de ensino-aprendizagem planeadas, articulando as intenções das crianças com os saberes a trabalhar, de modo a integrar as áreas do saber. As atividades realizadas foram descritas, refletidas e interpretadas tendo como base os dados recolhidos, os quais consistiram na observação, na escuta, nas notas de campo e nos registos fotográficos.
The present report reflects on the work done during the Supervised Teaching Practice, to obtain a master's degree in Preschool Education and teaching 1st Cycle of Basic Education. The pedagogical practice was developed in two distinct contexts: in the Kindergarten with children aged three to five years old and 1st Cycle of Basic Education with a group of 4th grade students. The two institutions are integrated into the Public School System. Both contexts are characterized in the present report, this characterization addresses such aspects as: the Institution, group of children, organization of the teaching environment, organization and time management, as well as the interactions. We based the methodological options that sustained the action, because during the educational process there are aspects we should consider as crucial factors for its development. Finally, we approach the teaching and learning experiences that were planned by articulating the children intentions with the subject matter, as a way to integrate the knowledge. The activities developed were described, reflected and interpreted based on the collected data, which consisted of observation, listening, field notes and photographic records.
The present report reflects on the work done during the Supervised Teaching Practice, to obtain a master's degree in Preschool Education and teaching 1st Cycle of Basic Education. The pedagogical practice was developed in two distinct contexts: in the Kindergarten with children aged three to five years old and 1st Cycle of Basic Education with a group of 4th grade students. The two institutions are integrated into the Public School System. Both contexts are characterized in the present report, this characterization addresses such aspects as: the Institution, group of children, organization of the teaching environment, organization and time management, as well as the interactions. We based the methodological options that sustained the action, because during the educational process there are aspects we should consider as crucial factors for its development. Finally, we approach the teaching and learning experiences that were planned by articulating the children intentions with the subject matter, as a way to integrate the knowledge. The activities developed were described, reflected and interpreted based on the collected data, which consisted of observation, listening, field notes and photographic records.
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Keywords
Educação Pré-Escolar Ensino do 1º Ciclo do Ensino Básico Experiências de ensino-aprendizagem