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Integração das áreas do conhecimento na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: pressupostos e dinâmicas
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Abstract(s)
O presente Relatório de Estágio expõe o trabalho desenvolvido no âmbito das unidades curriculares de Estágio Pedagógico I, realizada na Educação Pré-Escolar e de Estágio Pedagógico II, desenvolvida no 1.º Ciclo do Ensino Básico, no contexto do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores.
A apresentação, análise e reflexão sobre a globalidade dos processos formativos vivenciados em contexto de estágio, envolveram a abordagem à natureza e âmbito da Educação Pré-escolar e do 1.º Ciclo do Ensino Básico, destacando o caráter globalizante e integrador do currículo e da sua gestão, com referência à legislação e à literatura da especialidade.
A temática selecionada para aprofundamento centra-se na integração das áreas/domínios do conhecimento, evidenciando a importância de uma abordagem articulada e integradora dos saberes disciplinares para a construção de aprendizagens significativas e contextualizadas pelas crianças/alunos.
As práticas pedagógicas desenvolvidas nos estágios revelaram-se momentos estruturantes para a nossa formação, favorecendo oportunidades de desenvolvimento de um conjunto vasto de atividades e dinâmicas integradoras, de articulação e contextualização dos saberes junto das crianças/alunos.
Destacamos, ainda, a realização do estudo acerca das representações de educadores/professores sobre as próprias práticas de integração das áreas/domínios do conhecimento. Nos resultados obtidos, a totalidade dos participantes reconhece a integração do conhecimento como dimensão fundamental no seu trabalho, destacando a importância desta abordagem para a motivação dos alunos e para a melhoria das aprendizagens da diversidade de crianças/alunos. Os docentes realçam, ainda, a formação inicial/contínua frequentada como impulsionadora destas práticas, o que é digno de referência. A generalidade dos participantes identifica a integração das áreas do conhecimento com práticas de interdisciplinaridade, o que consideramos positivo.
A realização deste trabalho permitiu o aprofundamento de conhecimentos e a reflexão sobre a integração curricular, em geral, e sobre a dimensão da integração do conhecimento, em específico. Assim, destacamos o elevado potencial da abordagem intencional de exploração articulada, relacional e compreensiva das áreas/domínios do conhecimento para a melhoria das aprendizagens das crianças/alunos.
ABSTRACT: This Internship Report presents the work developed within the curricular units of Pedagogical Internship I, carried out in Pre-School Education, and Pedagogical Internship II, conducted in the 1st cycle of Basic Education, in the context of the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education at the University of the Azores. This report, analysis, and reflection on the overall formative processes experienced in the internship context involved addressing the nature and scope of Pre-School Education and Teaching in the 1st Cycle of Basic Education, highlighting the comprehensive and integrative nature of the curriculum and its management, regarding legislation and specialized literature. The selected thematic focuses on the integration of areas/domains of knowledge, highlighting the importance of an articulated and integrative approach to disciplinary knowledge for the construction of meaningful and contextualized learning for children/students. The pedagogical practices developed during the internships proved to be pivotal moments in our training, providing opportunities to build a wide range of integrative activities and dynamics as well as coordination and contextualization of knowledge with children/students. We would also like to highlight the study on the representations of educators/teachers regarding their practices of integrating areas/domains of knowledge. In the results obtained, all participants recognize the integration of knowledge as a fundamental dimension in their work, emphasizing the importance of this approach for student motivation and improving the learning outcomes for a diverse range of children/students. The teachers also emphasized the initial/continuous training they had undergone as a driving force for these practices, which is worth noting. The majority of participants identify the integration of knowledge with interdisciplinary practices, which we consider positive. This work allowed for the deepening of knowledge and reflection on curriculum integration in general and specifically on the dimension of knowledge integration. Therefore, we highlight the high potential of an intentional approach to an articulated, relational, and comprehensive exploration of areas/domains of knowledge for improving children's/students' learning.
ABSTRACT: This Internship Report presents the work developed within the curricular units of Pedagogical Internship I, carried out in Pre-School Education, and Pedagogical Internship II, conducted in the 1st cycle of Basic Education, in the context of the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education at the University of the Azores. This report, analysis, and reflection on the overall formative processes experienced in the internship context involved addressing the nature and scope of Pre-School Education and Teaching in the 1st Cycle of Basic Education, highlighting the comprehensive and integrative nature of the curriculum and its management, regarding legislation and specialized literature. The selected thematic focuses on the integration of areas/domains of knowledge, highlighting the importance of an articulated and integrative approach to disciplinary knowledge for the construction of meaningful and contextualized learning for children/students. The pedagogical practices developed during the internships proved to be pivotal moments in our training, providing opportunities to build a wide range of integrative activities and dynamics as well as coordination and contextualization of knowledge with children/students. We would also like to highlight the study on the representations of educators/teachers regarding their practices of integrating areas/domains of knowledge. In the results obtained, all participants recognize the integration of knowledge as a fundamental dimension in their work, emphasizing the importance of this approach for student motivation and improving the learning outcomes for a diverse range of children/students. The teachers also emphasized the initial/continuous training they had undergone as a driving force for these practices, which is worth noting. The majority of participants identify the integration of knowledge with interdisciplinary practices, which we consider positive. This work allowed for the deepening of knowledge and reflection on curriculum integration in general and specifically on the dimension of knowledge integration. Therefore, we highlight the high potential of an intentional approach to an articulated, relational, and comprehensive exploration of areas/domains of knowledge for improving children's/students' learning.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 17 de outubro de 2023, Universidade dos Açores.
Keywords
Knowledge Integration Curricular Integration Pedagogical Internship Pre-school Education
Pedagogical Context
Citation
Martins, Mariana Viveiros. (2023). "Integração das áreas do conhecimento na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: pressupostos e dinâmicas". 128 p. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2023. Disponível em http://hdl.handle.net/10400.3/7005