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Abstract(s)
O presente Relatório de Estágio versa o trabalho desenvolvido nos Estágios Pedagógicos I e II, realizados, respetivamente, na Educação Pré-Escolar e 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 temática por nós selecionada para aprofundamento centra-se na importância da Integração Curricular no ensino-aprendizagem. Acreditamos no potencial das práticas de Integração Curricular para a promoção de aprendizagens ativas, contextualizadas e significativas, sendo fundamental aprofundar conhecimentos, refletir sobre a riqueza da sua natureza multidimensional e sobre as dinâmicas de ação pedagógica que lhes possam estar associadas.
Assim, nas práticas pedagógicas desenvolvidas em ambos os contextos de Estágio, tivemos a oportunidade de explorar e desenvolver dinâmicas diversificadas de trabalho e promotoras da Integração Curricular nas suas diversas dimensões.
Em complementaridade, realizámos um estudo (mediante inquérito por questionário), com o objetivo conhecer as representações de Educadores/Professores sobre as dimensões e dinâmicas de Integração Curricular. Os resultados sugerem que os participantes valorizam a participação ativa das crianças/alunos e a articulação das áreas/domínios do saber. Os inquiridos destacam, ainda, o envolvimento e a participação dos pais/familiares, em diálogos, debates e partilhas enquanto dinâmicas promotoras da Integração com foco na participação ativa das crianças/alunos. A amostra revela, também, que a falta de tempo é dos principais constrangimentos que os Educadores/Professores enfrentam, sendo que salientam a formação e a atualização profissional como essencial ao aprofundamento de práticas de Integração Curricular. Quando questionados diretamente sobre o que entendem por Integração Curricular, os participantes realçam perspetivas associadas aos seguintes domínios: articulação das áreas do conhecimento; identificação com práticas de inclusão e adaptação do currículo às necessidades/interesses das crianças/alunos; e implementação de práticas promotoras da participação ativa das crianças/alunos nos próprios processos aprendizagem.
A globalidade do nosso trabalho suscita a reflexão, destacando haver, ainda, um investimento a fazer na formação inicial e contínua de docentes sobre a Integração Curricular.
ABSTRACT: This Internship Report covers the work conducted during Pedagogical Internships I and II, in Pre-School Education and the 1st Cycle of Basic Education, respectively, as part of the Master in Preschool and Primary Education at the University of the Azores. The theme we selected for further exploration centers on the importance of Curricular Integration in teaching and learning processes. We believe in the potential of Curricular Integration practices to promote active, contextualized, and meaningful learning, as it is essential to deepen our knowledge, reflect on the richness of its multidimensional nature, and examine the pedagogical action dynamics that can be associated with it. Accordingly, in the pedagogical practices developed in both internship contexts, we had the opportunity to explore and implement diverse work dynamics that promote Curricular Integration in its various dimensions. To complement this, we conducted a study (via a questionnaire survey) to understand educators' and teachers' perceptions regarding the dimensions and dynamics of Curricular Integration. The results suggest that participants value the active participation of children/students and the interconnection of areas/domains of knowledge. They highlight dynamics that foster Integration, focusing on active participation by children/students and parental/family involvement in dialogue, debates, and exchanges. However, they consider the lack of time to be one of the main constraints they face, emphasizing the need for professional development and ongoing training to enhance practices of Curricular Integration. When directly asked about their understanding of Curricular Integration, their responses emphasize perspectives associated with the articulation of knowledge areas, alignment with inclusive practices, adaptation of the curriculum to the needs and interests of children/students, and practices that promote the active participation of children/students in their own learning processes. The overall findings of our work invite reflection, highlighting the need for greater investment in the initial and continuous training of teachers regarding Curricular Integration.
ABSTRACT: This Internship Report covers the work conducted during Pedagogical Internships I and II, in Pre-School Education and the 1st Cycle of Basic Education, respectively, as part of the Master in Preschool and Primary Education at the University of the Azores. The theme we selected for further exploration centers on the importance of Curricular Integration in teaching and learning processes. We believe in the potential of Curricular Integration practices to promote active, contextualized, and meaningful learning, as it is essential to deepen our knowledge, reflect on the richness of its multidimensional nature, and examine the pedagogical action dynamics that can be associated with it. Accordingly, in the pedagogical practices developed in both internship contexts, we had the opportunity to explore and implement diverse work dynamics that promote Curricular Integration in its various dimensions. To complement this, we conducted a study (via a questionnaire survey) to understand educators' and teachers' perceptions regarding the dimensions and dynamics of Curricular Integration. The results suggest that participants value the active participation of children/students and the interconnection of areas/domains of knowledge. They highlight dynamics that foster Integration, focusing on active participation by children/students and parental/family involvement in dialogue, debates, and exchanges. However, they consider the lack of time to be one of the main constraints they face, emphasizing the need for professional development and ongoing training to enhance practices of Curricular Integration. When directly asked about their understanding of Curricular Integration, their responses emphasize perspectives associated with the articulation of knowledge areas, alignment with inclusive practices, adaptation of the curriculum to the needs and interests of children/students, and practices that promote the active participation of children/students in their own learning processes. The overall findings of our work invite reflection, highlighting the need for greater investment in the initial and continuous training of teachers regarding Curricular Integration.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. 07 de março de 2025, Universidade dos Açores.
Keywords
Estágio Pedagógico Educação Pré-Escolar 1.º Ciclo do Ensino Básico Integração Curricular Dimensões de Integração Curricular
Citation
Teixeira, Marta Sofia Almeida. (2024). "Integração Curricular na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: Dimensões e dinâmicas". 131 p. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8645