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Relatório de estágio da prática de ensino supervisionada: da competência matemática para a competência leitora. um percurso individual e grupal
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O relatório de estáThis document – the internship report of the Teaching of Supervised Pedagogical Practice –, consists in the presentation of the curricular internship done in Preschool Education and in Elementary School Education, having as scope the Master in Teaching Qualification in the aforementioned capabilities. The Preschool Education internship took place in a private institution, belonging to the Cooperativa Fomento de Centros de Ensino, and the Elementary School Education internship took place in a public institution ruled by the Ministry of Education.
The Preschool Education internship took place in Colégio Planalto, located in Lisbon, with a group of 3 year-old children, two mornings per week through the first two semesters in the Master’s program, in 2011/2012. In this context, an institution profile was defined, as well as a profile of the group of children with whom the student enrolled in the internship where she had her practical activity. Following a predicament revealed during this internship, which got the designation of “problem”, a brief investigation took place over the mathematics approach in Preschool Education.
The internship in the Elementary School Education took place in EB 1 Parque Silva Porto, located in Lisbon, with a class of Alternative Curricular Path with students enrolled in the 3rd to 4th years of the Elementary School Education four mornings per week in the third semester of the Master’s program, in 2012/2013. Similar to the Preschool Education internship, in this internship a practical briefing was elaborated, allowing the implementation of a pedagogical project themed after popular tell-tales to explore the food subject and to develop both reading and writing.
For both internships a final reflexion was drawn about how they evolved, the barriers and set-backs felt along the way, how these were, or weren’t, overcome, and about the most significant learning and experiences acquired. To conclude, we follow with a succinct conclusion about the need for internships in the initial teacher’s academic curriculum.gio do Ensino da Prática Pedagógica Supervisionada que aqui se apresenta consiste na apresentação dos estágios curriculares realizados em EPE e em 1º CEB, no âmbito do Mestrado de Qualificação para Docência nas valências acima referidas. O estágio em EPE decorreu numa instituição particular pertencente à Cooperativa Fomento de Centros de Ensino e o estágio em 1º CEB decorreu numa instituição pública regida pelo Ministério da Educação.
O estágio em EPE decorreu no Colégio Planalto, situado em Lisboa, com um grupo de crianças na faixa etária dos 3 anos, duas manhãs por semana ao longo dos dois primeiros semestres do mestrado, no ano lectivo de 2011/2012. Neste contexto, foi elaborada uma caracterização da instituição e do grupo de crianças com o qual foi desenvolvido o estágio que orientou a prática pedagógica da discente. No seguimento de um constrangimento revelado durante o estágio, que se denominou de “problemática”, foi desenvolvida uma investigação breve sobre a abordagem da matemática no pré-escolar.
O estágio em 1º CEB decorreu na EB 1 Parque Silva Porto, situada em Lisboa, com uma turma de PCA com alunos matriculados no 3º e 4º anos do 1º CEB, quatro manhãs por semana no terceiro semestre do mestrado, no ano lectivo de 2012/2013. À semelhança do que foi feito no estágio em EPE, foi elaborada uma contextualização da prática que possibilitou a elaboração de um projecto pedagógico que teve como temática os contos tradicionais para explorar a alimentação e desenvolver a leitura e a escrita.
Para ambos os estágios foi elaborada uma reflexão final acerca do modo como os mesmos se desenvolveram, acerca dos constrangimentos sentidos, como foram ou não superados e quais as aprendizagens mais significativas adquiridas. Para finalizar, apresenta-se uma breve conclusão acerca da necessidade dos estágios na formação inicial de docentes.
This document – the internship report of the Teaching of Supervised Pedagogical Practice –, consists in the presentation of the curricular internship done in Preschool Education and in Elementary School Education, having as scope the Master in Teaching Qualification in the aforementioned capabilities. The Preschool Education internship took place in a private institution, belonging to the Cooperativa Fomento de Centros de Ensino, and the Elementary School Education internship took place in a public institution ruled by the Ministry of Education. The Preschool Education internship took place in Colégio Planalto, located in Lisbon, with a group of 3 year-old children, two mornings per week through the first two semesters in the Master’s program, in 2011/2012. In this context, an institution profile was defined, as well as a profile of the group of children with whom the student enrolled in the internship where she had her practical activity. Following a predicament revealed during this internship, which got the designation of “problem”, a brief investigation took place over the mathematics approach in Preschool Education. The internship in the Elementary School Education took place in EB 1 Parque Silva Porto, located in Lisbon, with a class of Alternative Curricular Path with students enrolled in the 3rd to 4th years of the Elementary School Education four mornings per week in the third semester of the Master’s program, in 2012/2013. Similar to the Preschool Education internship, in this internship a practical briefing was elaborated, allowing the implementation of a pedagogical project themed after popular tell-tales to explore the food subject and to develop both reading and writing. For both internships a final reflexion was drawn about how they evolved, the barriers and set-backs felt along the way, how these were, or weren’t, overcome, and about the most significant learning and experiences acquired. To conclude, we follow with a succinct conclusion about the need for internships in the initial teacher’s academic curriculum.
This document – the internship report of the Teaching of Supervised Pedagogical Practice –, consists in the presentation of the curricular internship done in Preschool Education and in Elementary School Education, having as scope the Master in Teaching Qualification in the aforementioned capabilities. The Preschool Education internship took place in a private institution, belonging to the Cooperativa Fomento de Centros de Ensino, and the Elementary School Education internship took place in a public institution ruled by the Ministry of Education. The Preschool Education internship took place in Colégio Planalto, located in Lisbon, with a group of 3 year-old children, two mornings per week through the first two semesters in the Master’s program, in 2011/2012. In this context, an institution profile was defined, as well as a profile of the group of children with whom the student enrolled in the internship where she had her practical activity. Following a predicament revealed during this internship, which got the designation of “problem”, a brief investigation took place over the mathematics approach in Preschool Education. The internship in the Elementary School Education took place in EB 1 Parque Silva Porto, located in Lisbon, with a class of Alternative Curricular Path with students enrolled in the 3rd to 4th years of the Elementary School Education four mornings per week in the third semester of the Master’s program, in 2012/2013. Similar to the Preschool Education internship, in this internship a practical briefing was elaborated, allowing the implementation of a pedagogical project themed after popular tell-tales to explore the food subject and to develop both reading and writing. For both internships a final reflexion was drawn about how they evolved, the barriers and set-backs felt along the way, how these were, or weren’t, overcome, and about the most significant learning and experiences acquired. To conclude, we follow with a succinct conclusion about the need for internships in the initial teacher’s academic curriculum.