A continuidade educativa da Educação Pré-Escolar ao 1º ciclo do Ensino Básico
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2010
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No âmbito do 2.º Ciclo de Estudos em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico, é atribuída a classificação de grau de mestre consoante a elaboração e
defesa de um relatório de estágio. Este documento reflecte a jornada ao longo de dois
semestres concernentes aos Estágios I e II, respectivamente no 1.º Ciclo do Ensino
Básico na Educação Pré-Escolar. O Estagio I foi desenvolvido na Escola n.º 5 de Vila
Real ou Escola dos Quinchosos. Por sua vez, o Estagio II realizou-se no Jardim de
Infância da Timpeira, que se encontrava provisoriamente no Bairro de São Vicente de
Paulo. A prática educativa foi apoiada pela Professora Cooperante Margarida Assunção
relativamente ao 1.º Ciclo do Ensino Básico e no atinente ao Estágio II pela Educadora
Cooperante Isabel Rego Barros que orientou e apoiou o registo e a preparação da defesa
do relatório, juntamente com a Drª Cristiana Soveral. Ambos os estágios se iniciaram
com duas semanas de observação, essenciais para conhecer as carências e as ofertas do
meio onde se inseriam as instituições educativas. Esta fase foi fulcral para o diagnóstico de necessidades, interesses e potencialidades do grupo e da turma de crianças com as quais me propunha desenvolver uma prática educativa. Ao observar a Professora e Educadora cooperantes, iniciei a integração no quotidiano das crianças daquelas salas de
aula e de actividade. Na fase de cooperação e responsabilização pensei e desenvolvi
actividades, planificadas ou não, com o objectivo de combater as necessidades e
promover os interesses das crianças, revelados na fase de observação. As actividades foram descritas, fundamentadas e avaliadas segundo os princípios orientadores da prática pedagógica, segundo filósofos, psicólogos, pedagogos e investigadores na área da educação e de acordo com os princípios imbuídos no Movimento da Escola
Moderna. Foram apresentados resultados e processos de avaliação como forma de
constatação de todo o trabalho desenvolvido e das aprendizagens realizadas.
Numa tentativa de tentar apresentar a análise de forma clara e perceptível, interliguei a fundamentação teórica com a experiência vivida ao longo dos estágios, dando a este relato uma dimensão reflexiva e fundamentada, debruçada na continuidade educativa da Educação Pré-Escolar ao 1º ciclo do Ensino Básico, em prol do desenvolvimento global e integral da criança.
A master degree on Pre-Schooling and on the First Cycle of Portuguese Basic Learning is given, taking into consideration the written study of a specific training period and its public presentation. The following text will describe the work developed throughout two semesters. The first semester corresponds to the work with the Pre-Schooling and the second semester is about the work with the First Cycle of Portuguese Basic Learning. The first period of training took place at the School Number 5 of Vila Real, also known as “Quinchosos” School. The second period of training took place in the “Timpeira” Kindergarten, temporarily developing its activities in “São Vicente de Paulo” neighbourhood. As far as the First Cycle of Portuguese Basic Learning is concerned, the learning process was supervised by the teacher Margarida Assunção, The Kindergarten teacher Isabel Rego Barros and the teacher Cristiana Soveral supervised the second period of training and the written report/study. Both periods of training began with two weeks of careful observation. This was necessary for me to become aware of the learning environment in the two schools mentioned above. This time was absolutely crucial to diagnose the needs, the motivation and the potential of learning of the children I was to work with later on. By observing both teachers, I became gradually more and more conscious of their daily routine in the classroom. During the Cooperation and Taking Responsibility time, I thought and developed several activities, some previously planned and others not planned in advance. These activities took course in order to successfully work with the specific learning needs of these children and to increase the motivation that they had shown before. The activities taken are thoroughly described and accepted by those who counsel the practice of learning and they also respect the guiding lines of philosophers, psychologists, pedagogs, and investigators in the education area. In addition to this, it must be referred that the work developed with these children was according to the main beliefs of the Modern School Movement. Both results and the evaluation process were presented to the teachers so as to show the work developed with the children and their learning process. In an attempt to describe more clearly all this course of action and study, theory and practice are always related to each other. By doing this, I intend to provide this work with an academic light and with a practical sense of investigation, based on the global development of children.
A master degree on Pre-Schooling and on the First Cycle of Portuguese Basic Learning is given, taking into consideration the written study of a specific training period and its public presentation. The following text will describe the work developed throughout two semesters. The first semester corresponds to the work with the Pre-Schooling and the second semester is about the work with the First Cycle of Portuguese Basic Learning. The first period of training took place at the School Number 5 of Vila Real, also known as “Quinchosos” School. The second period of training took place in the “Timpeira” Kindergarten, temporarily developing its activities in “São Vicente de Paulo” neighbourhood. As far as the First Cycle of Portuguese Basic Learning is concerned, the learning process was supervised by the teacher Margarida Assunção, The Kindergarten teacher Isabel Rego Barros and the teacher Cristiana Soveral supervised the second period of training and the written report/study. Both periods of training began with two weeks of careful observation. This was necessary for me to become aware of the learning environment in the two schools mentioned above. This time was absolutely crucial to diagnose the needs, the motivation and the potential of learning of the children I was to work with later on. By observing both teachers, I became gradually more and more conscious of their daily routine in the classroom. During the Cooperation and Taking Responsibility time, I thought and developed several activities, some previously planned and others not planned in advance. These activities took course in order to successfully work with the specific learning needs of these children and to increase the motivation that they had shown before. The activities taken are thoroughly described and accepted by those who counsel the practice of learning and they also respect the guiding lines of philosophers, psychologists, pedagogs, and investigators in the education area. In addition to this, it must be referred that the work developed with these children was according to the main beliefs of the Modern School Movement. Both results and the evaluation process were presented to the teachers so as to show the work developed with the children and their learning process. In an attempt to describe more clearly all this course of action and study, theory and practice are always related to each other. By doing this, I intend to provide this work with an academic light and with a practical sense of investigation, based on the global development of children.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico