A Organização do Ambiente Educativo num Jardim de Infância e numa Escola do 1.º Ciclo do Ensino Básico
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2012
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Este relatório tem por base a prática pedagógica realizada em ambos os estágios, Pré-Escolar e 1.º Ciclo do Ensino Básico. O estágio I foi realizado no Jardim de Infância de Torneiros, distrito de Vila Real, entre fevereiro e maio de 2011. Era uma sala heterogénea a nível de sexo e idade e contava com vinte e cinco crianças. O estágio II foi cumprido na Instituição Nuclisol – Jean Piaget de Vila Real, entre outubro e dezembro de 2011. Neste contexto estagiámos na turma do 4.º ano que era composta por vinte e um alunos. O primeiro estágio foi realizado de forma individual, mas o mesmo não aconteceu no segundo, visto ter sido compartilhado com outra colega.
O relatório aqui apresentado está organizado por capítulos, com vista a que a informação recolhida seja exposta de forma enquadrada e com um seguimento lógico. Toda a prática descrita é devidamente fundamentada com legislação, documentos orientadores e, ainda, com obras de autores conceituados na área da educação.
Inicio este trabalho com a caracterização dos contextos onde estagiei, descrevendo assim o meio envolvente – Vila Real, as instituições em questão e o grupo/turma. Ainda neste capítulo, desenvolvo o tema central do relatório, ou seja, a Organização do Ambiente Educativo – Espaços e Materiais.
De seguida abordo a atividade educativa no Pré-Escolar e no 1.º Ciclo do Ensino Básico. Dentro desta, falo sobre as Orientação Curriculares para o Pré-Escolar, a Gestão Flexível do Currículo, o papel do Educador/Professor, a prática pedagógica adotada pelos mesmos e, ainda, a organização e gestão do tempo e das atividades.
Posteriormente relato o desenvolvimento da prática educativa em ambos os contextos, salientando a importância da planificação docente, bem como os diferentes tipos.
Por fim, é desenvolvido tudo aquilo que diz respeito ao processo avaliativo, referindo os diversos tipos e dando exemplos concretos de ambos os contextos. Antes de terminar, é feito o balanço final de todo o percurso, salientando a importância da transição entre o Pré-Escolar e o 1.º Ciclo do Ensino Básico.
This report is based on the pedagogical practice held on both trainings, Pre-School and 1st Cycle of Elementary Education. The first training was held on the Kindergarten of Torneiros, district of Vila Real, from February to may 2011. It was a heterogeneous class as far as age and gender are concerned and it had twenty-five children. The second training was held on Nuclisol Institution – Jean Piaget in Vila Real, from october to december 2011. In this context we have made our training on the 4th year class, which had twenty-one pupils. The first training was individually performed but this didn’t happen with the second one, since it was shared with another colleague. This report is organized in chapters, in order to present the gathered information in a contextualised and logically linked way. All the practice described in the report is duly substantiated by legislation, guidance documents and also by works by well-known authors as far as education is concerned. I have started this work by describing the context where I have done my training, thus characterizing the surroundings – Vila Real, the concerned institutions and the group/class. In this chapter I have also developed the core subject of this report, that is, Educational Environment Organization –Spaces and Materials. I have then approached educational activity on Pre-School and 1st Cycle of Elementary Education. Within this general chapter I talk about Curriculum Guidelines for Pre-School, Curriculum Flexible Management, Educator/Teacher’s role, the pedagogical practice adopted by them and finally time and activities organization and management. After that I describe educational practice development in both contexts, pointing out the importance of teaching planning, as well as the different types. Finally I develop everything which is related to the evaluation process, referring to the various types and giving concrete examples of both contexts. Before concluding, a final balance of the whole route is made, stressing the importance of the transition between Pre-School and 1st Cycle of Elementary Education.
This report is based on the pedagogical practice held on both trainings, Pre-School and 1st Cycle of Elementary Education. The first training was held on the Kindergarten of Torneiros, district of Vila Real, from February to may 2011. It was a heterogeneous class as far as age and gender are concerned and it had twenty-five children. The second training was held on Nuclisol Institution – Jean Piaget in Vila Real, from october to december 2011. In this context we have made our training on the 4th year class, which had twenty-one pupils. The first training was individually performed but this didn’t happen with the second one, since it was shared with another colleague. This report is organized in chapters, in order to present the gathered information in a contextualised and logically linked way. All the practice described in the report is duly substantiated by legislation, guidance documents and also by works by well-known authors as far as education is concerned. I have started this work by describing the context where I have done my training, thus characterizing the surroundings – Vila Real, the concerned institutions and the group/class. In this chapter I have also developed the core subject of this report, that is, Educational Environment Organization –Spaces and Materials. I have then approached educational activity on Pre-School and 1st Cycle of Elementary Education. Within this general chapter I talk about Curriculum Guidelines for Pre-School, Curriculum Flexible Management, Educator/Teacher’s role, the pedagogical practice adopted by them and finally time and activities organization and management. After that I describe educational practice development in both contexts, pointing out the importance of teaching planning, as well as the different types. Finally I develop everything which is related to the evaluation process, referring to the various types and giving concrete examples of both contexts. Before concluding, a final balance of the whole route is made, stressing the importance of the transition between Pre-School and 1st Cycle of Elementary Education.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico