Do Currículo da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico à prática em sala de aula
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2018-07-09
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O presente trabalho constitui-se como um relatório de atividade profissional, condição para a obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, ao Abrigo da Recomendação CRUP. O meu objetivo é o de apresentar a minha experiência profissional mais relevante, das práticas pedagógicas desenvolvidas enquanto professora do 1º Ciclo do Ensino Básico e de auxiliar na creche, durante os últimos cinco anos. Com este relatório pretende-se aprofundar a reflexão sobre a ação educativa que foi desenvolvida ao longo do meu percurso profissional, destacando os contextos da Educação de Infância e do 1º. Ciclo do Ensino Básico. Nesse sentido, procedeu-se, na primeira parte, ao enquadramento teórico e normativo dos dois contextos em análise, Educação Pré-Escolar e Ensino do 1º CEB, permitindo alargar os meus conhecimentos nestes domínios, familiarizar-me com os documentos normativos, orientações e programas curriculares e legislação. Esta revisão teórica e análise documental possibilitaram a reflexão crítica e sustentada da prática educativa explicitada na parte dois. Na segunda parte, procurou descrever-se, analisar-se e interpretar-se algumas das experiências de aprendizagem que foram desenvolvidas e que englobaram, de forma integrada, as diferentes áreas e domínios de conteúdo curricular. Ao longo do processo educativo em que estive envolvida, procurei mobilizar saberes e aplicar estratégias que permitissem às crianças construírem aprendizagens significativas, ajudando-os no seu desenvolvimento integral e harmonioso. Tentei sempre apoiar esse processo em princípios pedagógicos de natureza participativa, valorizando o papel ativo que as crianças assumem no seu próprio processo de aprendizagem, o direito de serem respeitadas como seres capazes de tomada de decisões e o papel mediador que, neste processo, o educador/professor é solicitado a assumir. Teve-se sempre em consideração os interesses, as ideias prévias e as necessidades formativas dos diferentes grupos de crianças, bem como os espaços e recursos disponíveis, quer ao nível da sala de atividades, quer da instituição e do contexto local, valorizando-os enquanto meios potencialmente facilitadores de aprendizagem e bemestar das crianças. Por último, procede-se a uma reflexão sobre a ação e formação em que me envolvi, no sentido de melhor poder compreender e repensar esses processos, em ordem ao desenvolvimento de respostas educativas de qualidade. Em todo esse processo foi fundamental proceder ao alargamento de conhecimentos de natureza teórica e prática, com base na consulta de bibliografia científica e pedagógica no campo da educação de infância e do 1º CEB e dos processos de aprendizagem e desenvolvimento humano e em dados que, no decurso da prática profissional, foi possível recolher e analisar.
The present work constitutes a report of professional activity, condition for obtaining a Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, to the Shelter of Recommendation CRUP. The objective is to present the relevant of my professional experience, the pedagogical practices developed as an educator and teacher of the 1st Cycle of Basic Education, during the last five years. With this report it is intended to deepen the reflection on the educational action that was developed throughout my professional career, highlighting the context of Education of Childhood and the 1st Cycle of Basic Education. In this sense, I proceeded, in the first part, to the theoretical and normative framework of the two contexts under analysis, Pre-School Education and Teaching of the 1st CEB, allowing me to broaden my knowledge in these domains, to familiarize myself with normative documents, curricular programs and legislation. This theoretical revision and documentary analysis made possible the critical and sustained reflection of the educational practice explained in part two. In the second part, I tried to describe, analyse and interpret some of the learning experiences that was developed and that integrated, in an integrated way, the different areas and domains of curricular content. Throughout the educational process in which I was involved, I sought to mobilize knowledge and apply strategies that allow children to build meaningful learning, helping them in their integral and harmonious development. I had always tried to support this process in pedagogical principles of participatory nature, valuing the active role that children take in their own learning process, the right to be respected as decision makers and the mediating role that, in this process, the educator/teacher is asked to take over. The interests, prior ideas and training needs of the different groups of children have always been taken into account, as well as the spaces and resources available, both at the level of the activity room and at the institution and the local context, valuing them as Children's learning and well-being. Finally, a reflection on the action and training in which I was involved, in order to understand better and to rethink these processes, in order to develop quality educational responses. In all this process, it was essential to extend the knowledge of a theoretical and practical nature, based on the consultation of scientific and pedagogical bibliography in the field of early childhood education and the 1st CEB and the processes of learning and human development and in data that, in the Professional practice, it was possible to collect and analyse
The present work constitutes a report of professional activity, condition for obtaining a Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, to the Shelter of Recommendation CRUP. The objective is to present the relevant of my professional experience, the pedagogical practices developed as an educator and teacher of the 1st Cycle of Basic Education, during the last five years. With this report it is intended to deepen the reflection on the educational action that was developed throughout my professional career, highlighting the context of Education of Childhood and the 1st Cycle of Basic Education. In this sense, I proceeded, in the first part, to the theoretical and normative framework of the two contexts under analysis, Pre-School Education and Teaching of the 1st CEB, allowing me to broaden my knowledge in these domains, to familiarize myself with normative documents, curricular programs and legislation. This theoretical revision and documentary analysis made possible the critical and sustained reflection of the educational practice explained in part two. In the second part, I tried to describe, analyse and interpret some of the learning experiences that was developed and that integrated, in an integrated way, the different areas and domains of curricular content. Throughout the educational process in which I was involved, I sought to mobilize knowledge and apply strategies that allow children to build meaningful learning, helping them in their integral and harmonious development. I had always tried to support this process in pedagogical principles of participatory nature, valuing the active role that children take in their own learning process, the right to be respected as decision makers and the mediating role that, in this process, the educator/teacher is asked to take over. The interests, prior ideas and training needs of the different groups of children have always been taken into account, as well as the spaces and resources available, both at the level of the activity room and at the institution and the local context, valuing them as Children's learning and well-being. Finally, a reflection on the action and training in which I was involved, in order to understand better and to rethink these processes, in order to develop quality educational responses. In all this process, it was essential to extend the knowledge of a theoretical and practical nature, based on the consultation of scientific and pedagogical bibliography in the field of early childhood education and the 1st CEB and the processes of learning and human development and in data that, in the Professional practice, it was possible to collect and analyse
Descrição
Relatório de Atividade Profissional
Mestrado
em Educação Pré - Escolar e Ensino do 1° Ciclo do
Ensino Básico
Palavras-chave
Educação pré-escolar , Ensino do 1º CEB , Prática profissional