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Relatório final de estágio da prática de ensino supervisionada: aprender a ler e a escrever com respeito por si próprio e pelos outros
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| 37.09 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório é o resultado do estágio pedagógico realizado no âmbito da cadeira de Prática Supervisionada I, II e III, do Mestrado em Educação Pré-Escolar e ensino do 1.º Ciclo do Ensino Básico.
A finalidade do mesmo é expor o trabalho desenvolvido, documentando algumas das experiências vivenciadas ao longo do estágio decorrido, em contexto Pré-Escolar e 1.º Ciclo do Ensino Básico, no Colégio Valsassina em Lisboa.
Este documento é organizado em dois capítulos: o primeiro refere-se ao estágio em Pré-Escolar e o segundo ao estágio em 1º Ciclo do Ensino Básico. Em cada um deles é caracterizada a instituição e o grupo de crianças, é apresentado o trabalho pedagógico em sala e são apresentados os trabalhos mais significativos.
Em ambas as valências tive autonomia na proposta de atividades. Procurei incentivar e sensibilizar as crianças à presença de valores no quotidiano. Para desenvolver as atividades diagnostiquei o grupo, planifiquei propostas de trabalho, preparei estratégias e recursos para o fazer e refleti sobre os processos seguidos e resultados obtidos.
Os capítulos diferem, na medida em que no contexto Pré-escolar consta um subcapítulo referente a uma problemática que ali ocorreu, a “gestão do grupo”, e no 1.º Ciclo de Ensino Básico consta um subcapítulo alusivo a um projeto que intitulei “Aprender a ler e a escrever com respeito”. Pelo facto de já conhecer o grupo, por tê-lo acompanhado no Pré-Escolar e no 1º Ciclo do Ensino Básico, adaptei mais facilmente as atividades às necessidades das crianças.
Este relatório visa ainda refletir sobre os percursos seguidos nos estágios.
This report is the result of the teaching practice held under the module of Supervised Teaching I, II and III, the Masters in Early Childhood Education and Teaching 1st Cycle of Basic Education. The purpose of it is to expose the work, documenting some of the experiences along the intership Kindergarten and 1st Cycle of Basic Education, at College Valsassina in Lisbon. This document is organized into two chapters: the first is reports the intership in for pre-school stage and the second stage in the 1st Cycle of Basic Education. In each institution and is characterized group of children is presented pedagogical work in the classroom and the most significant works. In both contacts had autonomy in the proposed activities. I tried to encourage and sensitize children to the presence of values in everyday life. To develop the activities the group diagnosed, I prepared work proposals, strategies and resources and reflected on the procedures followed and results obtained. The chapters differ in that in the contexto of Preschool education there is a subchapter concerning a Problem that there occurred, "group management", and is the 1st Cycle of Basic Education there is a subchapter concerning Project entitled "Learning to read and write with respect". Because I already knew the group, from Kindergarten, 1st Cycle of Basic Education activities were more easily adapted to the needs of the children. This report also aims to reflect on the paths followed in the interships.
This report is the result of the teaching practice held under the module of Supervised Teaching I, II and III, the Masters in Early Childhood Education and Teaching 1st Cycle of Basic Education. The purpose of it is to expose the work, documenting some of the experiences along the intership Kindergarten and 1st Cycle of Basic Education, at College Valsassina in Lisbon. This document is organized into two chapters: the first is reports the intership in for pre-school stage and the second stage in the 1st Cycle of Basic Education. In each institution and is characterized group of children is presented pedagogical work in the classroom and the most significant works. In both contacts had autonomy in the proposed activities. I tried to encourage and sensitize children to the presence of values in everyday life. To develop the activities the group diagnosed, I prepared work proposals, strategies and resources and reflected on the procedures followed and results obtained. The chapters differ in that in the contexto of Preschool education there is a subchapter concerning a Problem that there occurred, "group management", and is the 1st Cycle of Basic Education there is a subchapter concerning Project entitled "Learning to read and write with respect". Because I already knew the group, from Kindergarten, 1st Cycle of Basic Education activities were more easily adapted to the needs of the children. This report also aims to reflect on the paths followed in the interships.