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Publication
Relatório final da prática de ensino supervisionada
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.02 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A Metodologia de Trabalho de Projeto foi assumida por diversos autores -
nomeadamente por John Dewey e William Killpatrick - baseada numa Pedagogia Ativa,
centrada na criança e na sua interação com o Meio. Essa interação é traduzida através da
resolução de problemas em que a criança pode tomar contacto com as experiências do
dia-a-dia.
O presente trabalho emerge da reflexão de uma profissional de educação que
implementou a Metodologia de Projeto na sua prática pedagógica durante um ano letivo
com um grupo de crianças em idade pré-escolar (4 anos).
Desta forma, estruturou-se um trabalho com propósitos pedagógicos e
investigativos que tem por objetivo compreender as potencialidades desta metodologia
na aquisição de competências mais incidentemente na área da Formação Pessoal e Social
e no Conhecimento do Mundo.
Partindo do paradigma interpretativo desenvolveu-se um projeto de investigaçãoação
que se socorreu da Metodologia de Trabalho de Projeto. Constituíram participantes
o grupo do pré-escolar e as suas famílias, pessoal docente e não docente e por fim a
educadora/investigadora. Para atingir os objetivos definidos para esta investigação
utilizou-se como instrumentos de recolha de dados a observação, o diário de bordo, a
check-list, questionários, conversas informais e recolha documental.
Os resultados evidenciam o papel que o Trabalho de Projeto tem na emergência
das competências relativamente à faixa etária em questão (4 anos) com maior incidência
na área da Formação Pessoal e Social e Conhecimento do Mundo promovendo
aprendizagens significativas. Evidenciou também a participação das famílias no processo
ensino aprendizagem, estreitando deste modo a relação escola-família.
The Project Work Methodology has been assumed by several authors – namely by John Dewey and William Killpatrick – sustained on Active Teaching, focusing on children and their interaction with their surroundings. This interaction is visible by the ability of the child to solve problems by getting in touch with the day-by-day experiences. This paper emerges from the reflection of an education professional who implemented the Project Methodology to a group of children in their pre-school age (4 years old) for a whole school year. With this, a work with pedagogical and informative purpose has been structure. It aims to realize the potential of this methodology in the acquisition of skills, focusing on Personal & Social Formation and on the World Knowledge. Assuming this interpretative paradigm sustained on Project Work Methodology, an action-investigation project has been developed. As participants, we have the pre-school group and their families, teaching and nonteaching personnel and the teacher/researcher. To achieve these goals, the data collection tools used were observation, a logbook checklist, questionnaires, informal conversations and documentary collection. The results shows the importance of the Project Work on the development of skills relative to age group in question (4years) with a higher incidence in the areas of Personal & Social Formation and World Knowledge, promoting a more meaningful learning experience. The same also highlighted the importance of the participation of the families in the learning process, thereby narrowing the school-family relationship.
The Project Work Methodology has been assumed by several authors – namely by John Dewey and William Killpatrick – sustained on Active Teaching, focusing on children and their interaction with their surroundings. This interaction is visible by the ability of the child to solve problems by getting in touch with the day-by-day experiences. This paper emerges from the reflection of an education professional who implemented the Project Methodology to a group of children in their pre-school age (4 years old) for a whole school year. With this, a work with pedagogical and informative purpose has been structure. It aims to realize the potential of this methodology in the acquisition of skills, focusing on Personal & Social Formation and on the World Knowledge. Assuming this interpretative paradigm sustained on Project Work Methodology, an action-investigation project has been developed. As participants, we have the pre-school group and their families, teaching and nonteaching personnel and the teacher/researcher. To achieve these goals, the data collection tools used were observation, a logbook checklist, questionnaires, informal conversations and documentary collection. The results shows the importance of the Project Work on the development of skills relative to age group in question (4years) with a higher incidence in the areas of Personal & Social Formation and World Knowledge, promoting a more meaningful learning experience. The same also highlighted the importance of the participation of the families in the learning process, thereby narrowing the school-family relationship.
Description
Keywords
Metodologia de Trabalho de Projeto Pedagogia Ativa Competências Formação pessoal e social Conhecimento do Mundo Project Work Methodology Active Teaching Skills Personal and Social Education World Knowledge