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O Português e as Expressões na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico : cumplicidades e dinâmicas na prática educativa
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| Resumo, Índice, Introdução | 390.3 KB | Adobe PDF | ||
| Documento Principal | 1.81 MB | Adobe PDF |
Authors
Abstract(s)
Assumindo que o conhecimento profissional do docente representa uma construção permanente ao longo da sua carreira, apresentamos neste trabalho os pontos fundamentais sobre os quais estes profissionais se devem debruçar, com o intuito de tornarem a sua ação pedagógica mais eficaz. Considerando especificamente que a ação educativa será tão rica, quanto no seu desenvolvimento se contemplarem contributos das diferentes áreas curriculares, aprofundamos, particularmente as vantagens da criação de dinâmicas entre as áreas curriculares do Português e das Expressões.
Conscientes disto, explorámos uma série de hipóteses de conexão entre o Português e as Expressões na prática educativa, aferindo que estas contribuem substancialmente para a consecução das aprendizagens previstas nos domínios de ambas, atuando como complementares. À luz das potencialidades que advêm de tal sinergia e com o intuito de as evidenciar, analisámos as práticas realizadas no âmbito dos nossos estágios pedagógicos que ocorreram em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico.
Atendendo às vantagens e desafios proporcionados pela própria natureza dos níveis educativos em causa, procurámos também neste trabalho compreender em que medida outros estagiários numa situação semelhante à nossa registavam a consciência de tais vantagens e desafios, traduzida explicitamente ou através de práticas pedagógicas reportadas. Para o efeito, analisámos um conjunto de vinte relatórios de estágio, concluindo verificar-se nas práticas dos nossos colegas situações e desafios diferentes do nossos.
Em suma, constatámos que a prática de cumplicidades entre as duas áreas em destaque no nosso trabalho, não só se revela benéfica para o enriquecimento da prática pedagógica, como parece ser aprazível para as crianças, estimulando o interesse destas. No entanto, apesar das provas dadas em relação às vantagens da dinâmica defendida, constatámos alguma divergência na receção da sua aplicabilidade por parte dos docentes, pois a sua viabilidade encontra uma porta aberta na Educação Pré-Escolar, que se vai estreitando no 1.º Ciclo do Ensino Básico, em detrimento das restantes áreas curriculares.
ABSTRACT: Assuming that the professional knowledge of the teacher represents a permanent construction throughout his career, we present the fundamental points under which these professionals should focus, in order to bring their pedagogical action closer to effectiveness. Considering specifically that the educational action will be as rich as in its development if we contemplate contributions from the other curricular areas, we deepen, particularly the advantages of creating dynamics between the curricular area of Portuguese and that of Expressions. Fully aware of this, we have explored a series of hypotheses of connections between Portuguese and Expressions in educational practice, assessing that these contribute substantially to the achievement of the expected learning in the domains of both, acting as complementary. In light of the potentialities that come from such synergy and with the purpose of highlighting them, we analyzed the practices developed within our pedagogic internship’s that occurred in the context of Pre-School Education and in the context of the 1st Cycle of Basic Education. In view of the advantages and challenges imposed on us by the very nature of the teaching levels, we have attempted, through our study, to understand to what extent other colleague’s, in a situation similar to ours, have seen the same occurrences. With this in mind, we analyzed a set of internship reports, in which the focus was similar to ours. With this study we intend to assess if the future professionals of our area of formation are awakened to the advantages of the connections between the Portuguese and the Expressions in the pedagogical practice. Regarding this matter, due to the fact that we have verified in the practices of our colleague’s different situations and challenges from ours, we have associated this component with our work in order to complete the problematic under analysis. In short, we have observed that the practice of complicity between the two areas highlighted in our work, in addition to proving being beneficial to the enrichment of pedagogical practice, adds value to the attractive character it represents for children. However, in spite of the evidence given regarding the advantages of the dynamics defended, we found some divergence in the reception of its applicability by the teachers, because its viability finds an open door in Pre-School Education that is narrowing with the advancement of the level to the detriment of other curricular areas.
ABSTRACT: Assuming that the professional knowledge of the teacher represents a permanent construction throughout his career, we present the fundamental points under which these professionals should focus, in order to bring their pedagogical action closer to effectiveness. Considering specifically that the educational action will be as rich as in its development if we contemplate contributions from the other curricular areas, we deepen, particularly the advantages of creating dynamics between the curricular area of Portuguese and that of Expressions. Fully aware of this, we have explored a series of hypotheses of connections between Portuguese and Expressions in educational practice, assessing that these contribute substantially to the achievement of the expected learning in the domains of both, acting as complementary. In light of the potentialities that come from such synergy and with the purpose of highlighting them, we analyzed the practices developed within our pedagogic internship’s that occurred in the context of Pre-School Education and in the context of the 1st Cycle of Basic Education. In view of the advantages and challenges imposed on us by the very nature of the teaching levels, we have attempted, through our study, to understand to what extent other colleague’s, in a situation similar to ours, have seen the same occurrences. With this in mind, we analyzed a set of internship reports, in which the focus was similar to ours. With this study we intend to assess if the future professionals of our area of formation are awakened to the advantages of the connections between the Portuguese and the Expressions in the pedagogical practice. Regarding this matter, due to the fact that we have verified in the practices of our colleague’s different situations and challenges from ours, we have associated this component with our work in order to complete the problematic under analysis. In short, we have observed that the practice of complicity between the two areas highlighted in our work, in addition to proving being beneficial to the enrichment of pedagogical practice, adds value to the attractive character it represents for children. However, in spite of the evidence given regarding the advantages of the dynamics defended, we found some divergence in the reception of its applicability by the teachers, because its viability finds an open door in Pre-School Education that is narrowing with the advancement of the level to the detriment of other curricular areas.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 27 de abril de 2018, Universidade dos Açores (Relatório de Estágio).
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Expressões Formação de Professores Português Prática Pedagógica
Pedagogical Context
Citation
Teves, Ana Rita Arruda. "O Português e as Expressões na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: cumplicidades e dinâmicas na prática educativa". 2018. 149 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/10400.3/4729>.