Afetividade na relação pedagógica
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2024-05-09
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O presente Relatório Final de Estágio surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Trás-os-Montes e Alto Douro, destinando-se à obtenção do grau de mestre. Pretende-se apresentar um relato crítico das atividades desenvolvidas nos contextos de Estágio, tanto no Pré-escolar como no 1.º Ciclo do Ensino Básico, dando destaque à temática da afetividade na relação pedagógica, e a forma como a mesma influencia o processo de ensino e de aprendizagem nestes contextos. A afetividade é entendida como basilar na relação pedagógica por proporcionar um clima favorável e benéfico à construção de conhecimentos. Reconhece-se a elevada importância da gestão dos recursos educacionais para um ensino de qualidade, nomeadamente o currículo, no entanto, tem-se vindo a verificar que as interações entre o professor e o aluno têm igual importância. Uma relação pedagógica sem qualquer afeto poderá levar os alunos à perda de confiança, à desmotivação e à insegurança, podendo-se refletir num baixo desempenho escolar, podendo assim a afetividade influenciar o processo de ensino e aprendizagem. O Relatório será estruturado em três partes. Na primeira, proceder-se-á à revisão da literatura sobre o tema da Afetividade na Relação Pedagógica e ainda uma exploração de evidências empíricas sobre a implicação da importância da afetividade na relação pedagógica; na segunda parte, irá refletir-se em alguns documentos normativos indispensáveis à realização do presente relatório assim como à Prática de Ensino Supervisionada; na terceira e última parte apresentar-se-á o trabalho desenvolvido na Prática de Ensino Supervisionada nos contextos do Pré-Escolar e 1.º Ciclo do Ensino Básico.
This Final Internship Report is part of the Curricular Unit Supervised Teaching Practice (PES) of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the University of Trás-os-Montes and Alto Douro, and is aimed at obtaining a master's degree. The aim is to present a critical account of the activities developed in the Internship contexts, both in Pre-school and in the Elementary Education, highlighting the theme of affectivity in the pedagogical relationship, and how it influences the teaching and learning process in these contexts. Affectivity is seen as fundamental to the teaching relationship, as it provides a favorable and beneficial climate for the construction of knowledge. It is recognized that the management of educational resources is of great importance for quality teaching, particularly the curriculum, but it has been seen that the interactions between the teacher and the student are equally important. A pedagogical relationship without any affection can lead students to lose confidence, become demotivated and insecure, which can be reflected in poor school performance, and affectivity can influence the teaching and learning process. The report will be structured in three parts. The first part will review the literature on the theme of Affectivity in the Pedagogical Relationship and explore empirical evidences about the importance of affectivity in the pedagogical relationship; the second part will reflect on some of the normative documents that are essential to this report and the Supervised Teaching Practice; In the third and final part, will be presented the work developed in the Supervised Teaching Practice in the Pre-School and Elementary Education contexts.
This Final Internship Report is part of the Curricular Unit Supervised Teaching Practice (PES) of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the University of Trás-os-Montes and Alto Douro, and is aimed at obtaining a master's degree. The aim is to present a critical account of the activities developed in the Internship contexts, both in Pre-school and in the Elementary Education, highlighting the theme of affectivity in the pedagogical relationship, and how it influences the teaching and learning process in these contexts. Affectivity is seen as fundamental to the teaching relationship, as it provides a favorable and beneficial climate for the construction of knowledge. It is recognized that the management of educational resources is of great importance for quality teaching, particularly the curriculum, but it has been seen that the interactions between the teacher and the student are equally important. A pedagogical relationship without any affection can lead students to lose confidence, become demotivated and insecure, which can be reflected in poor school performance, and affectivity can influence the teaching and learning process. The report will be structured in three parts. The first part will review the literature on the theme of Affectivity in the Pedagogical Relationship and explore empirical evidences about the importance of affectivity in the pedagogical relationship; the second part will reflect on some of the normative documents that are essential to this report and the Supervised Teaching Practice; In the third and final part, will be presented the work developed in the Supervised Teaching Practice in the Pre-School and Elementary Education contexts.
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Afetividade , Relação Pedagógica , Estágio , Pré-escolar , 1.º Ciclo do Ensino Básico