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Abstract(s)
O presente relatório foi realizado no âmbito da unidade curricular da Prática de
Ensino Supervisionada (PES), inserida no plano de estudos do curso de Mestrado em
Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB).
No decorrer da ação educativa, para além de desenvolvermos a ação pedagógica,
centrada na articulação curricular, mantivemos sempre presente a valorização de linhas
pedagógicas que perspetivassem as crianças enquanto cidadãos autónomos e
participativos. Deste modo, tivemos em conta a importância da formação pessoal e
social das crianças, na medida em que tentamos atender às suas necessidades,
valorizando as suas ideias. Nesta linha de pensamento, ao longo da PES, incentivamos
as interações sociais entre pares pois, acreditamos que o processo de ensinoaprendizagem
torna-se mais enriquecedor e significativo quando estas se encontram
presentes.
No decorrer da PES, as atividades que desenvolvemos foram pensadas no
sentido de darmos resposta à questão-problema: Qual o contributo das interações entre
pares no processo de ensino-aprendizagem? Para dar resposta a esta questão delineamos
os seguintes objetivos: (i) identificar que tipos de interações se estabelecem no ambiente
educativo; (ii) analisar o papel do educador/professor, nessas interações; (iii) perceber a
relação entre estas interações e a construção de saberes; e (iv) compreender como a
organização do ambiente educativo influencia a interação entre pares. Neste sentido, no
decorrer da PES, as experiências de ensino-aprendizagem que desenvolvemos foram
pensadas para dar resposta à questão-problema acima referida.
Em termos metodológicos posicionamo-nos numa abordagem qualitativa em que
nos baseamos na utilização de técnicas e instrumentos de recolha de dados do tipo
qualitativo, como a observação participante, notas de campo, registos fotográficos,
análise documental e grelhas de registo de observação. Como técnica de análise de
dados recorremos à análise de conteúdo. Para além disso, a apresentação das
experiências de ensino-aprendizagem traduzem-se num processo descritivo,
interpretativo e reflexivo, de onde emergiram dados que parecem apontar que as
interações sociais entre pares são uma mais-valia para o processo de ensino-aprendizagem
da criança, contribuindo para o desenvolvimento integral da mesma.
This report was carried out within the curricular unit of Supervised Teaching Practice, inserted in the Master's course curriculum in Pre-School Education and the 1st cycle of basic education. Throughout this period, apart from developing the pedagogical activity focusing on the curricular articulation, we have always kept in the mind the valorisation of the pedagogical lines which allow children to be autonomous and participative citizens. In this way, we have considered the importance of the personal and social background of children, as we tried to answer to their needs, valuing their ideas. In this line of thought, along the PES, we encourage social interactions between peers, because we believe that the teaching-learning process becomes more enriching and meaningful when these are present. Along the PES, the activities that we developed were designed in order to answer the problem question: What is the contribution of peer interactions in the teaching-learning process? To answer this question we outline the following objectives: (i) to identify what types of interactions are established in the educational environment; (ii) to analyze the role of the educator/teacher in these interactions; (iii) to perceive the relationship between these interactions and the construction of knowledge; and (iv) to understand how the organization of the educational environment influences the interaction between peers. In this sense, during the PES, the teaching-learning experiences we developed were designed to answer the above problem question. In methodological terms, we place ourselves in a qualitative approach based on the use of qualitative instruments data collection, such as participant observation, field notes, photographic records, documentary analysis and observation log grids. As a data analysis technique, we used content analysis. In addition, the presentation of teachinglearning experiences translates into a descriptive, interpretive and reflective process, from which data emerged that seem to indicate that social interactions between peers are an added value for the teaching-learning process of the child, contributing to the integral development of the same.
This report was carried out within the curricular unit of Supervised Teaching Practice, inserted in the Master's course curriculum in Pre-School Education and the 1st cycle of basic education. Throughout this period, apart from developing the pedagogical activity focusing on the curricular articulation, we have always kept in the mind the valorisation of the pedagogical lines which allow children to be autonomous and participative citizens. In this way, we have considered the importance of the personal and social background of children, as we tried to answer to their needs, valuing their ideas. In this line of thought, along the PES, we encourage social interactions between peers, because we believe that the teaching-learning process becomes more enriching and meaningful when these are present. Along the PES, the activities that we developed were designed in order to answer the problem question: What is the contribution of peer interactions in the teaching-learning process? To answer this question we outline the following objectives: (i) to identify what types of interactions are established in the educational environment; (ii) to analyze the role of the educator/teacher in these interactions; (iii) to perceive the relationship between these interactions and the construction of knowledge; and (iv) to understand how the organization of the educational environment influences the interaction between peers. In this sense, during the PES, the teaching-learning experiences we developed were designed to answer the above problem question. In methodological terms, we place ourselves in a qualitative approach based on the use of qualitative instruments data collection, such as participant observation, field notes, photographic records, documentary analysis and observation log grids. As a data analysis technique, we used content analysis. In addition, the presentation of teachinglearning experiences translates into a descriptive, interpretive and reflective process, from which data emerged that seem to indicate that social interactions between peers are an added value for the teaching-learning process of the child, contributing to the integral development of the same.
Description
Keywords
Prática de ensino supervisionada Educação Pré-escolar 1.º Ciclo do Ensino Básico Experiências de aprendizagem integradas;