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Experiências de aprendizagem promotoras de integração curricular : potencialidades no contexto do ensino-aprendizagem da matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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| Resumo, Índice, Introdução | 336.99 KB | Adobe PDF | ||
| Documento Principal | 4.01 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio versa a apresentação e análise fundamentadas sobre as práticas pedagógicas desenvolvidas nos contextos do estágio pedagógico I (desenvolvido na Educação Pré-Escolar) e do estágio pedagógico II (desenvolvido no 1.º Ciclo do Ensino Básico), no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores.
A nossa abordagem inicia-se com uma breve contextualização acerca da natureza e âmbito da Educação Pré-escolar e do 1.º Ciclo do Ensino Básico, evidenciando e problematizando o caráter globalizante e integrador que marca a organização do currículo nestes níveis educativos, bem como as respetivas implicações no que respeita ao desempenho da docência. Nesta sequência, considerando a importância fundamental da integração curricular para o desenvolvimento global e harmonioso das crianças/alunos e, por esta via, para a promoção do sucesso educativo procurámos aprofundar conhecimentos, explorar e refletir sobre conceção e o desenvolvimento de experiências de aprendizagem promotoras de integração curricular (nas suas múltiplas aceções, discutidas à luz da bibliografia da especialidade) considerando, complementarmente, a forma como estas podem potenciar e serem potenciadas no contexto do ensino-aprendizagem da Matemática, tanto na Educação Pré-Escolar como no 1.º Ciclo do Ensino Básico.
A análise efetuada às experiências de aprendizagem desenvolvidas nos estágios pedagógicos com o propósito enunciado, revela o elevado potencial desta abordagem, nomeadamente no que respeita integração interdisciplinar do conhecimento das áreas curriculares, à integração de experiências dos alunos e ainda à integração social. Salienta-se a importância das conexões interdisciplinares e intradisciplinares alcançadas com a Matemática e destaca-se o elevado valor e significado das conexões realizadas entre a Matemática e a vida real.
Nesta sequência, afigurou-se ainda pertinente conhecer as representações de Educadores/Professores sobre as próprias conceções e práticas de integração curricular, nomeadamente aquelas que implicam o ensino-aprendizagem da Matemática. Para tal, desenvolvemos um pequeno estudo exploratório, recorrendo ao inquérito por questionário. Os resultados revelam a relevância atribuída pelos docentes ao desenvolvimento de experiências de aprendizagem promotoras de integração curricular, sendo também expressivo o número de docentes que refere articular com facilidade a matemática com outras áreas/domínio. Neste particular, os docentes declaram privilegiar experiências de aprendizagem relativas à exploração e concretização de conceitos/ideias/situações com o recurso a materiais manipuláveis estruturados/não estruturados e a jogos pedagógicos. No que respeita às conceções dos participantes sobre a integração curricular, os resultados evidenciaram a predominância de discursos associados à integração de saberes disciplinares, evidenciando ainda uma visão parcial e redutora.
Assim, considerando tanto as potencialidades como os constrangimentos identificados, no que respeita à conceção e ao desenvolvimento de experiências de aprendizagem promotoras de integração curricular no contexto do ensino-aprendizagem da Matemática, importa que o educador/professor assuma uma postura cada vez mais esclarecida/fundamentada, reflexiva e crítica relativamente ao currículo e à sua gestão globalizante e integradora, procurando, com rigor e intencionalidade, desenvolver a integração curricular nas suas múltiplas aceções e riqueza.
ABSTRACT: The main purpose of the present report is the presentation and fundamented analysis of the pedagogical practice developed in the context of Pedagogic Internship I (developed in Pre-School Education) and Pedagogic Internship (developed in 1st Cycle of Basic Education), integrated in Master Degree in Pre-School and 1ºs Cycle of Basic Education, at the University of Azores. Our approach begins with a brief contextualization of the nature and framework of Pre-School and 1st Cycle Basic Education, focusing and discussing the mainstay characteristics that serve as foundations to the curricular organization on this educative levels, as well as the inherent implications in teaching experience. In this regard – and bearing in mind the fundamental importance of curricular integration in the holistic and harmonic development of the pupils – we sought to increase knowledge, explore and discuss the design and development of learning experiences that promote curriculum integration (in its multiple dimensions, discussed under the up to date specialized bibliography) taking into account the way they might reinforce and be reinforced themselves in the context of the teaching and learning of Mathematics, in Pre-School Education and in the 1st Cycle of Basic Education. The analysis of the knowledge and experience acquired during these internships reveals the high potential of this approach, namely the interdisciplinary integration of different curricular areas, from the objective contact with the pupils to its social component, with special regard to the utter importance of multidisciplinary connections reached with Mathematics and highly valuable relationships established between Mathematics and daily life. Henceforth, it was pertinent to become aware of the teacher’s own conceptions and practices related to curricular integration, with special incidence on those related to the teaching-learing of Mathematics. In order do so, we designed a simple exploratory study, resorting to inquiry by questionnaire. The results revealed the relevance assigned by the teachers to learning experiences which promote curricular integration, as well as significant number of teachers who declare they are at ease articulating Mathematics with other domains. Regarding this particular matter, the teachers privilege learning experiences resorting to structured and non-structured materials and pedagogic games that allow an exploratory approach in order to consolidate concepts and ideas. However, when it comes to the participants’ own conceptions about curricular integration, the results show a predominance of a line of thought related to the integration of disciplinary knowledge, which might point to a still partial and reductive perspective. Thus, taking into consideration both the potential and the constraints identified, regarding the conception and development of learning experiences promoting curricular integration in the context of teaching-learning Mathematics, it is important that the teacher defines a clear, reflexive and critical approach to the curriculum, as well as its holistic and integrative management, in order to develop a curricular integration in its multiple dimensions, with precision and intentionality.
ABSTRACT: The main purpose of the present report is the presentation and fundamented analysis of the pedagogical practice developed in the context of Pedagogic Internship I (developed in Pre-School Education) and Pedagogic Internship (developed in 1st Cycle of Basic Education), integrated in Master Degree in Pre-School and 1ºs Cycle of Basic Education, at the University of Azores. Our approach begins with a brief contextualization of the nature and framework of Pre-School and 1st Cycle Basic Education, focusing and discussing the mainstay characteristics that serve as foundations to the curricular organization on this educative levels, as well as the inherent implications in teaching experience. In this regard – and bearing in mind the fundamental importance of curricular integration in the holistic and harmonic development of the pupils – we sought to increase knowledge, explore and discuss the design and development of learning experiences that promote curriculum integration (in its multiple dimensions, discussed under the up to date specialized bibliography) taking into account the way they might reinforce and be reinforced themselves in the context of the teaching and learning of Mathematics, in Pre-School Education and in the 1st Cycle of Basic Education. The analysis of the knowledge and experience acquired during these internships reveals the high potential of this approach, namely the interdisciplinary integration of different curricular areas, from the objective contact with the pupils to its social component, with special regard to the utter importance of multidisciplinary connections reached with Mathematics and highly valuable relationships established between Mathematics and daily life. Henceforth, it was pertinent to become aware of the teacher’s own conceptions and practices related to curricular integration, with special incidence on those related to the teaching-learing of Mathematics. In order do so, we designed a simple exploratory study, resorting to inquiry by questionnaire. The results revealed the relevance assigned by the teachers to learning experiences which promote curricular integration, as well as significant number of teachers who declare they are at ease articulating Mathematics with other domains. Regarding this particular matter, the teachers privilege learning experiences resorting to structured and non-structured materials and pedagogic games that allow an exploratory approach in order to consolidate concepts and ideas. However, when it comes to the participants’ own conceptions about curricular integration, the results show a predominance of a line of thought related to the integration of disciplinary knowledge, which might point to a still partial and reductive perspective. Thus, taking into consideration both the potential and the constraints identified, regarding the conception and development of learning experiences promoting curricular integration in the context of teaching-learning Mathematics, it is important that the teacher defines a clear, reflexive and critical approach to the curriculum, as well as its holistic and integrative management, in order to develop a curricular integration in its multiple dimensions, with precision and intentionality.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 04 de maio de 2018, Universidade dos Açores (Relatório de Estágio).
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Ensino de Matemática Integração Curricular Matemática Prática Pedagógica Curriculum Integration Mathematical Education Preschool Education Primary School Education
Pedagogical Context
Citation
Costa, Joana Pereira. "Experiências de aprendizagem promotoras de integração curricular: potencialidades no contexto do ensino-aprendizagem da matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 2018. 155 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2017. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/4731>.