A relação escola – comunidade: abordagem à temática a partir da iniciação à prática pedagógica no pré-escolar e no 1º ciclo do ensino básico
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2016-12-14
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No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, exerci o meu estágio em dois contextos. O primeiro Estágio realizou-se na Educação Pré-Escolar, de Janeiro de 2011 a Junho de 2011 num Jardim de Infância em Vila Real, com um grupo constituído por vinte e duas crianças, heterogéneo a nível de idades (compreendidas entre os três e os cinco anos) e sexo. O mesmo foi acompanhado pela Educadora Cooperante daquela instituição e realizado individualmente.
O segundo Estágio concretizou-se no 1º Ciclo do Ensino Básico de Setembro de 2011 a Dezembro de 2011 numa Escola de 1º Ciclo, também em Vila Real, com uma turma constituída por vinte e cinco alunos, turma essa heterogénea em idades (com idades compreendidas entre os 8 e os 10 anos), em género e número (das 25 crianças 15 frequentavam o 3º ano e 10 frequentavam o 4ºano). O referido estágio teve também ele o apoio da Docente Cooperante dessa escola e foi realizado em grupo de três elementos.
Assim, ao longo deste trabalho começarei por abordar um capítulo pertencente ao tema desta tese que é ele a relação Escola – Comunidade: abordagem à temática a partir da iniciação à prática pedagógica no pré-escolar e no 1º ciclo do Ensino Básico, apresentando e refletindo sobre as relações que ambos estabelecem entre si. Procurarei, numa primeira parte explicar a razão da escolha do tema, seguindo-se o esclarecimento da relação Escola-Família, fazendo uma abordagem ao seu enquadramento teórico, às suas etapas, às vantagens e aos obstáculos deste envolvimento, realçando algumas estratégias funcionais para a implementação desse mesmo envolvimento tratadas por alguns autores, tentando expor as principais linhas implícitas ao tema e que, de algum modo, envolvem teoricamente o mesmo. O último ponto deste capítulo dirá respeito à prática pedagógica relacionada com o tema em questão.
Num segundo capítulo irá ser feita a caraterização dos dois contextos de estágio, fazendo referência ao meio envolvente, descrevendo o tipo de instituição, caraterizando os espaços e termino este ponto com a caraterização global do grupo e da turma.
Relativamente aos espaços e materiais educativos, reservarei um ponto neste estudo para fazer uma breve abordagem à importância dos mesmos e posteriormente descrever cada uma das salas.
No que respeita à atividade educativa farei uma abordagem à relação pedagógica, ao perfil do educador de infância e professor do 1º Ciclo do Ensino Básico,
apresentarei ainda uma análise às Orientações Curriculares para a Educação Pré-Escolar, seguindo-se o Currículo em Jardim de Infância e a organização do tempo do e das atividades também no Jardim de Infância. Falarei ainda do Projeto Curricular de Grupo e irei abordar a gestão do currículo no 1º Ciclo. No desenvolvimento da atividade educativa referir-me-ei à importância de planificar e ao trabalho desenvolvido no Jardim de Infância e no 1º Ciclo, apresentando apenas um exemplo de uma das planificações de cada contexto.
Finalizarei este trabalho com um outro capítulo referente ao processo avaliativo, definindo avaliação e apresentando as modalidades que integra, ou seja, a diagnóstica, formativa e a sumativa.
Under the master's degree in Pre-school Education and Primary Education I carried out my pedagogical practice in two contexts. The first stage was held in Preschool Education, from January 2011 to June 2011 in a kindergarten institution in Vila Real, with a group of twenty-two children that had a diverse age level (between three and five years) and diverse sex. The pedagogical practice was accompanied by a Cooperative Pre-School Educator from that institution and completed individually. The second stage was held in a Primary School from September 2011 to December 2011, also in Vila Real, with a class composed of twenty-five students. The class was heterogeneous in ages (aged 8 and 10 years), in gender and grades (15 were attending the 3rd grade and 10 were in the 4th grade). This stage had also the support of a Cooperative Teacher from the school and was completed by a group of three, that I made part. Throughout this dissertation I will start by addressing a chapter related to topic of this thesis: the School-Community relationship: thematic approach from the introduction to pedagogical practice in pre-school and primary education, and reflecting on the relationships between themselves. In the first part I pretend to explain the reason for the choice of the subject, followed by the clarification of the School-family relationship, making an approach to its theoretical framework, to their steps, benefits and obstacles of this involvement, highlighting some functional strategies for the implementation of this same involvement treated by some authors, trying to expose the main lines implied to the theme and that somehow, they theoretically envelop. The last point of this chapter shall share to the pedagogical practice related to the topic in question. In the second chapter, we’ll characterize both contexts, making reference to the surroundings, describing the type of institution, featuring spaces, and finalize this point with the characterization of the pre-school group and the primary school class. In relation to the spaces and educational materials, I allowed a point in this study to make a brief approach of the importance of same and later describing each one of the rooms. As regards educational activity I’ll make an approach to the pedagogical relationship, the profile of an early childhood educator and primary teacher, presenting an analysis of the curriculum guidelines for pre-school education, and the organization of time and also activities in kindergarten. I'll mention the group’s Curricular Project and I will address the management of curriculum in primary education. In the development of educational activity referring to the importance of planning and the work in kindergarten and primary education, showing just one example of plans for each context. I’ll end this dissertation with another chapter about the evaluation process, defining evaluation and its types: diagnostic, summative and formative.
Under the master's degree in Pre-school Education and Primary Education I carried out my pedagogical practice in two contexts. The first stage was held in Preschool Education, from January 2011 to June 2011 in a kindergarten institution in Vila Real, with a group of twenty-two children that had a diverse age level (between three and five years) and diverse sex. The pedagogical practice was accompanied by a Cooperative Pre-School Educator from that institution and completed individually. The second stage was held in a Primary School from September 2011 to December 2011, also in Vila Real, with a class composed of twenty-five students. The class was heterogeneous in ages (aged 8 and 10 years), in gender and grades (15 were attending the 3rd grade and 10 were in the 4th grade). This stage had also the support of a Cooperative Teacher from the school and was completed by a group of three, that I made part. Throughout this dissertation I will start by addressing a chapter related to topic of this thesis: the School-Community relationship: thematic approach from the introduction to pedagogical practice in pre-school and primary education, and reflecting on the relationships between themselves. In the first part I pretend to explain the reason for the choice of the subject, followed by the clarification of the School-family relationship, making an approach to its theoretical framework, to their steps, benefits and obstacles of this involvement, highlighting some functional strategies for the implementation of this same involvement treated by some authors, trying to expose the main lines implied to the theme and that somehow, they theoretically envelop. The last point of this chapter shall share to the pedagogical practice related to the topic in question. In the second chapter, we’ll characterize both contexts, making reference to the surroundings, describing the type of institution, featuring spaces, and finalize this point with the characterization of the pre-school group and the primary school class. In relation to the spaces and educational materials, I allowed a point in this study to make a brief approach of the importance of same and later describing each one of the rooms. As regards educational activity I’ll make an approach to the pedagogical relationship, the profile of an early childhood educator and primary teacher, presenting an analysis of the curriculum guidelines for pre-school education, and the organization of time and also activities in kindergarten. I'll mention the group’s Curricular Project and I will address the management of curriculum in primary education. In the development of educational activity referring to the importance of planning and the work in kindergarten and primary education, showing just one example of plans for each context. I’ll end this dissertation with another chapter about the evaluation process, defining evaluation and its types: diagnostic, summative and formative.
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Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Palavras-chave
Prática pedagógica , Educação pré-escolar , Ensino básico 1º ciclo , Escola , Comunidade