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Abstract(s)
Este relatório de estágio surge no âmbito do mestrado de qualificação para a docência em educação pré-escolar e primeiro ciclo do curso de educação básica, e pretende apresentar e analisar a componente prática dos estágios nas duas valências.
Estes estágios realizaram-se respetivamente no CED da Casa Pia com crianças de cinco anos de idade, no jardim-de-infância do Planalto com crianças de quatro anos de idade e finalmente na escola básica EB1 nº 31 do Lumiar com crianças de segundo ano de escolaridade.
Para a apresentação da prática pedagógica desenvolvida durante os estágios, parti de dois dilemas distintos. No que respeita ao contexto de pré-escolar, a temática centra-se na importância da organização do espaço:
- De que forma o espaço é facilitador do desenvolvimento e aprendizagem?
Relativamente ao primeiro ciclo a temática centra-se na disciplina, atitudes e comportamentos em sala de aula:
- Será que as estratégias de controlo dos comportamentos aplicados ao longo do semestre surtiram um efeito positivo?
Este relatório procura assim contextualizar a prática desenvolvida, à luz dos dilemas estabelecidos, pois considero estes dois domínios essenciais na prática pedagógica.
Em relação ao pré-escolar verificou-se que a organização do espaço por áreas de interesse específico (cantinhos) é a mais utilizada, dando-se grande importância em ambas as instituições à organização do espaço como contexto de aprendizagem.
Em relação ao primeiro ciclo, verificou-se que as estratégias de controlo dos comportamentos negociadas ou sugeridas pelos alunos, tiveram um impacto mais positivo, ainda que ficando aquém das expectativas do adulto.
This stage report appears in connection to my master´s degree in pre-school and elementary school teaching, after being awarded my degree in Educação Básica, and it aims to present and analyze how practice and theory can work together in my future profession. The conclusions Iam about to present are possible due to my work in Casa Pia´s CED- centro de educação e desenvolvimento, with five year old students, in Planalto´s kindergarten´s four year old student´s and, finally, in Lumbar’s elementary EB1, nº 31, with second grade students. For the presentation of my practice I used two different dilemmas: for the kindergarten, I wanted to know how space organization of the classroom could or could not be a major factor in children´s learning improvement. Regarding the elementary school, it came to my attention if strategies for negotiated behaviors (what can and cannot be done within the classroom) with students, have a more positive outcome than in classes that do not follow this pre-established basics. Therefore, this report is expected to show, concerning the above questions, how will it be possible to conjugate both dilemmas, in both school levels, as I think they are inseparable for a good teacher´s practicing. Considering the kindergarten experience, I noticed that both schools have chosen to organize the class with specific and imaginary interest corners – cantinhos- of day life activities, such as little kitchens or beauty salons for girls or even mechanical workshops for boys. As for elementary school classes, it is definitely possible to affirm that the experimented strategies of controlling student´s behaviors had, in fact, a positive response on their behalf, even if for we, the adults/the teachers, the results appeared a little undervalued, as they were not fully achieved.
This stage report appears in connection to my master´s degree in pre-school and elementary school teaching, after being awarded my degree in Educação Básica, and it aims to present and analyze how practice and theory can work together in my future profession. The conclusions Iam about to present are possible due to my work in Casa Pia´s CED- centro de educação e desenvolvimento, with five year old students, in Planalto´s kindergarten´s four year old student´s and, finally, in Lumbar’s elementary EB1, nº 31, with second grade students. For the presentation of my practice I used two different dilemmas: for the kindergarten, I wanted to know how space organization of the classroom could or could not be a major factor in children´s learning improvement. Regarding the elementary school, it came to my attention if strategies for negotiated behaviors (what can and cannot be done within the classroom) with students, have a more positive outcome than in classes that do not follow this pre-established basics. Therefore, this report is expected to show, concerning the above questions, how will it be possible to conjugate both dilemmas, in both school levels, as I think they are inseparable for a good teacher´s practicing. Considering the kindergarten experience, I noticed that both schools have chosen to organize the class with specific and imaginary interest corners – cantinhos- of day life activities, such as little kitchens or beauty salons for girls or even mechanical workshops for boys. As for elementary school classes, it is definitely possible to affirm that the experimented strategies of controlling student´s behaviors had, in fact, a positive response on their behalf, even if for we, the adults/the teachers, the results appeared a little undervalued, as they were not fully achieved.