A diversidade de modelos pedagógicos e curriculares no ensino e aprendizagem da criança
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2016-11-16
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Este Relatório Final de Estágio encontra-se dividido em duas partes. A primeira
parte, foca-se na fundamentação teórica da prática educativa, destacando como tema
teórico a privilegiar, os diferentes Modelos Pedagógicos e Curriculares usados mais
frequentemente no processo de ensino e aprendizagem da criança. A opção por este tema
deve-se a três motivos: 1. O interesse que o tema me despertou quando foi abordado,
teoricamente, ao longo da Unidade Curricular de História e Filosofia da Educação; 2. A
minha convicção de que a Prática Pedagógica está intimamente condicionada ao Modelo
Pedagógico assumido pelo Professor; 3. A experiência gratificante que tive, durante a
Unidade Curricular de Observação das Atividades Educativas que se desenrolou na turma
da Professora Sónia Xavier (Escola de Torneiros) e que na qual se trabalhava segundo o
MEM. Já a segunda parte foca-se no relatório do Estágio realizado nos dois contextos
educativos.
A primeira parte subdivide-se em cinco pontos: nos dois primeiros faço uma breve
abordagem aos principais Modelos Pedagógicos e Curriculares usados no processo de
ensino e aprendizagem da criança. Os outros três pontos dedico-os principalmente a uma
revisão bibliográfica sobre os três conceitos fulcrais no processo do ensino,
descontextualizados, agora, de qualquer modelo específico. São eles: o Currículo, a
Planificação e a Avaliação. Apesar de se tratarem de conceitos interligados e inclusos,
dado que a Avaliação está incluída na própria Planificação, por exemplo, a separação em
pontos distintos teve aqui, especialmente um critério didático.
Já a segunda parte, está dividida em quatro pontos: na caracterização dos
contextos na Educação Pré-Escolar e no 1.º CEB, onde se insere o tipo de instituição, o
meio envolvente, a caracterização da instituição, a caracterização do grupo e a
caracterização da turma; na organização e gestão dos espaços/materiais/dispositivos; no
desenvolvimento da atividade educativa em ambos os contextos de Estágio, onde serão
relatadas três atividades na Educação Pré-Escolar (uma orientada, uma de rotina e uma
livre) e uma semana de responsabilização no 1.º CEB; e no processo avaliativo na sua
vertente prática em ambos os contextos.
This final report of the probationary period is divided in two parts. The first part is focused on the theoretical grounding of the educational practice that highlights, as theoretical subject to privilege, the different Pedagogic and Curricular Methods, which are frequently used on the teaching and learning process of the children. The choice of this topic is due to three reasons: 1. The interest that this topic has aroused on me when it was taught on the Educations’ History and Philosophy curricular unit; 2. My conviction that the Educational Practice is closely related to the pedagogic model followed by the teacher; 3. The rewarding experience that I had, during the Educational Activities Observation curricular unit that took place on the class of teacher Sónia Xavier (“Torneiros” school) whom already worked under the MEM. The second part is focused on the report of the probation that was done on the two educational contexts. The first part is subdivided into five points: on the two first points it is done a brief reference to the main Pedagogic and Curricular Models used on the teaching and learning process of the children. The other three points are dedicated mainly to a bibliographic revision about the three key concepts on the learning process, decontextualized, now, of any specific model. They are: the Curriculum, the Planning and Evaluation. Despite of being interconnected and self-included since that, for example, the Evaluation is included on the Planning, the division into distinct points had here, specially, a didactic criteria. The second part is divided into four points: the characterization of the contexts on the Pre-school education and on the First Cycle of the Portuguese Basic Learning, where this type of institution can be included, the environment, the characterization of the institutions, the characterization of the group and the characterization of the class; on the organization and management of the space and on the management of the spaces/materials/devices; on the development of the educational activity on both probation contexts, where it will be reported three activities conducted on the Pre-school (an oriented one, a routine one and a free one) and one responsibilization week on the First Cycle of the Portuguese Basic Learning; and on the evaluation process on the practical component of both contexts.
This final report of the probationary period is divided in two parts. The first part is focused on the theoretical grounding of the educational practice that highlights, as theoretical subject to privilege, the different Pedagogic and Curricular Methods, which are frequently used on the teaching and learning process of the children. The choice of this topic is due to three reasons: 1. The interest that this topic has aroused on me when it was taught on the Educations’ History and Philosophy curricular unit; 2. My conviction that the Educational Practice is closely related to the pedagogic model followed by the teacher; 3. The rewarding experience that I had, during the Educational Activities Observation curricular unit that took place on the class of teacher Sónia Xavier (“Torneiros” school) whom already worked under the MEM. The second part is focused on the report of the probation that was done on the two educational contexts. The first part is subdivided into five points: on the two first points it is done a brief reference to the main Pedagogic and Curricular Models used on the teaching and learning process of the children. The other three points are dedicated mainly to a bibliographic revision about the three key concepts on the learning process, decontextualized, now, of any specific model. They are: the Curriculum, the Planning and Evaluation. Despite of being interconnected and self-included since that, for example, the Evaluation is included on the Planning, the division into distinct points had here, specially, a didactic criteria. The second part is divided into four points: the characterization of the contexts on the Pre-school education and on the First Cycle of the Portuguese Basic Learning, where this type of institution can be included, the environment, the characterization of the institutions, the characterization of the group and the characterization of the class; on the organization and management of the space and on the management of the spaces/materials/devices; on the development of the educational activity on both probation contexts, where it will be reported three activities conducted on the Pre-school (an oriented one, a routine one and a free one) and one responsibilization week on the First Cycle of the Portuguese Basic Learning; and on the evaluation process on the practical component of both contexts.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Palavras-chave
Prática pedagógica , Ensino básico 1º ciclo , Educação pré-escolar , Modelos pedagógicos , Modelos curriculares