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Relatório de estágio do ensino da prática supervisionada.A Arte do Português e o Português como Arte: A heterogeneidade e a transversalidade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.31 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Muito se debate sobre a existência de grupos heterogéneos em contexto de sala de aula. Estes grupos, heterogéneos respetivamente às faixas etárias, e consequentemente não só, são um desafio tanto para os Educadores do Pré-Escolar como para os Professores do 1.º Ciclo do Ensino Básico. Cabe aos docentes gerir e aproveitar os saberes e características das diferentes idades no contexto e levar as crianças a uma maior motivação, a um maior envolvimento em sala de aula, tornando o grupo homogéneo ao nível das motivações para a própria aprendizagem.
A linguagem oral e a escrita, como meios supremos de comunicação e de expressão que transversalizam idades, consideram-se promotoras dessa motivação que promove aprendizagens e um vínculo aos saberes e competências deles decorrentes.
Neste sentido, o presente relatório relata e reflete as experiências nos contextos de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico, evidenciando-se aspetos considerados fulcrais em cada nível de ensino e outros considerados transversais aos dois contextos. Assim, são focadas especificidades como transversalidade, continuidade educativa, intencionalidade, interdisciplinaridade, ambientação das salas e motivação.
Para a construção deste Relatório Final foi imperativa a consulta de teoria que sustentou as opções tomadas durante todo o percurso de estágio nos dois contextos, assim como a construção de variadíssimos instrumentos de observação e de avaliação que permitiram uma maior perceção e apropriação da realidade dos contextos numa perspetiva global, permitindo várias reflexões sobre a prática construída.
Much has been debated about the existence of heterogenical groups in classroom context. In these groups, heterogenous respectfully to the age, and therefore not only, are challenging both to the Preschool teachers, as well for 1st cycle of Basic Education teachers. It is up to the teachers to manage and leverage the knowledge and characteristics of different ages in the context and take the children to a higher motivation, a greater involvement in the classroom, making the group homogeneous in terms of the motivation to their own learning. The spoken and written language, as supreme means of communication and expression that cross ages, are considered promoters of that motivation that leads to learning and a link to the knowledge and skills resulting therefrom. In this way, this report describes and reflects the experiences in the context of Preschool and 1st cycle of basic education, evidencing key aspects considered in each grade level and others considered transversal to both levels. This way, specifities as transversatility, educational continuity, intentionality, interdisciplinarity, room environment and motivation. To elaborate this Final Report was imperative to consult theory resulted from the options taken thorough the internship course on both contexts, as well as the construction of numerous different instruments of observation and evaluaton that allowed a greater perception and appropriation of the reality of context in a global perspective, allowing several reflections about the constructed practice.
Much has been debated about the existence of heterogenical groups in classroom context. In these groups, heterogenous respectfully to the age, and therefore not only, are challenging both to the Preschool teachers, as well for 1st cycle of Basic Education teachers. It is up to the teachers to manage and leverage the knowledge and characteristics of different ages in the context and take the children to a higher motivation, a greater involvement in the classroom, making the group homogeneous in terms of the motivation to their own learning. The spoken and written language, as supreme means of communication and expression that cross ages, are considered promoters of that motivation that leads to learning and a link to the knowledge and skills resulting therefrom. In this way, this report describes and reflects the experiences in the context of Preschool and 1st cycle of basic education, evidencing key aspects considered in each grade level and others considered transversal to both levels. This way, specifities as transversatility, educational continuity, intentionality, interdisciplinarity, room environment and motivation. To elaborate this Final Report was imperative to consult theory resulted from the options taken thorough the internship course on both contexts, as well as the construction of numerous different instruments of observation and evaluaton that allowed a greater perception and appropriation of the reality of context in a global perspective, allowing several reflections about the constructed practice.
Description
Keywords
Heterogeneidade Intencionalidade Educativa Transversalidade Motivação Português Continuidade Educativa Ambientação das salas Heterogeneity Educational Intencionality Transvesatility Motivation Portuguese Educational Continuity Room environment