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O Estudo do Meio como pilar de integração e de aprendizagens significativas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente relatório de estágio reporta o trabalho desenvolvido na educação Pré-Escolar e no 1.ºCiclo do Ensino Básico, no âmbito das unidades curriculares Estágio Pedagógico I e II, do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, sob a responsabilidade do Departamento de Educação, da Faculdade de Ciências Sociais e Humanas da Universidade dos Açores.
Optámos por incidir sobre o tema “O Estudo do Meio como pilar de integração e de aprendizagens significativas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico”, para estudar a potencialidade desta área e o seu contributo para articular os conhecimentos as vivências e as experiências dos alunos. Como ainda existem muitos alunos desinteressados na escola e no currículo, este tema visa investigar como esta união pode potencializar aprendizagens mais significativas.
Esta área proporciona aprendizagens e descobertas relacionadas com a vivência dos alunos e, através da sua participação neste processo, poderá viabilizar um melhor significado potencializando o interesse e a motivação em adquirir novos conhecimentos. Ao longo dos estágios procuramos promover atividades em torno dos temas desta área, uma vez que a sua organização em descobertas sobre o interior e exterior do aluno possibilita a sua participação levando a descrever as suas vivências e experiências. Sendo o Estudo do Meio uma área integradora e integrada, importa rentabilizar essa potencialidade articulando não só as experiências e as vivências dos alunos, mas também consubstanciando os conteúdos e competências das restantes áreas, viabilizando uma aprendizagem mais significativa e ao mesmo tempo mais duradoura e integradora. Toda a prática pedagógica foi, então, sustentada num design de investigação-ação, arrogando um paradigma interpretativo, tornando possível a observação, planificação, intervenção e reflexão sobre os objetivos definidos.
Com este documento pretendemos que os professores e educadores reflitam acerca da gestão do currículo e das potencialidades desta área curricular, dando primazia às características das suas crianças/alunos para potencializar o interesse e consequentemente o sucesso educativo. Contudo, e para ajudar os professores/educadores a colmatar os seus anseios, apresentamos algumas sugestões para evidenciar este tema, podendo ser analisadas no capítulo três com o título: “O Estudo do Meio como eixo de integração curricular: relatos de experiências”.
ABSTRACT: The present internship report dwells on the work developed in preschool education and primary education within the curricular units of pedagogic training I and II of the study programme of the Master’s on Preschool and Primary Education, under the responsibility of the Department of Education of the Faculty of Social and Humane Sciences of the University of the Azores. We have chosen to focus on the subject “Environmental Studies as a pillar of integration of significative learnings in preschool and primary education”, to understand the potentialities of this field and its contribute to articulate the knowledges, livings, and experiences of the students. As there are several students who don’t nurture an interest in school and the curriculum, this study aims to investigate how this union can potentialize more significative learnings. This subject offers the students learnings and discoveries related with experience and, through their participation in this process, can enable their meaning by enhancing the interest and motivation in gaining knowledge. Throughout the internships, we have longed to promote activities around the subjects of this field, since its organization around findings about what is both internal and external to the students allows their participation through describing their experiences. Environmental Studies are an integrative and integrated field, as such, it is important to seize its potentialities articulating not only the students’ living and experience, but also substantiating the contents and competences of the remaining fields, enabling a more significative learning experience and, simultaneously, more sustainable and integrating. The pedagogic practice was as such, sustained by a design of investigation-action, assuming an interpretative paradigm, allowing for observation, planning, intervention and reflection over the defined objectives. With this document, we intend that teachers and educators think about the management of the curriculum and the potentialities of this curricular field, prioritising the characteristics of their students to enhance their interest and, consequently, their educational success. However, and in order to help teachers/educators to ease their anxieties, we present some suggestions to stress this subject that are analysed in chapter three, entitled: “Environmental Studies as an axis of curricular integration: accounts of experiences”.
ABSTRACT: The present internship report dwells on the work developed in preschool education and primary education within the curricular units of pedagogic training I and II of the study programme of the Master’s on Preschool and Primary Education, under the responsibility of the Department of Education of the Faculty of Social and Humane Sciences of the University of the Azores. We have chosen to focus on the subject “Environmental Studies as a pillar of integration of significative learnings in preschool and primary education”, to understand the potentialities of this field and its contribute to articulate the knowledges, livings, and experiences of the students. As there are several students who don’t nurture an interest in school and the curriculum, this study aims to investigate how this union can potentialize more significative learnings. This subject offers the students learnings and discoveries related with experience and, through their participation in this process, can enable their meaning by enhancing the interest and motivation in gaining knowledge. Throughout the internships, we have longed to promote activities around the subjects of this field, since its organization around findings about what is both internal and external to the students allows their participation through describing their experiences. Environmental Studies are an integrative and integrated field, as such, it is important to seize its potentialities articulating not only the students’ living and experience, but also substantiating the contents and competences of the remaining fields, enabling a more significative learning experience and, simultaneously, more sustainable and integrating. The pedagogic practice was as such, sustained by a design of investigation-action, assuming an interpretative paradigm, allowing for observation, planning, intervention and reflection over the defined objectives. With this document, we intend that teachers and educators think about the management of the curriculum and the potentialities of this curricular field, prioritising the characteristics of their students to enhance their interest and, consequently, their educational success. However, and in order to help teachers/educators to ease their anxieties, we present some suggestions to stress this subject that are analysed in chapter three, entitled: “Environmental Studies as an axis of curricular integration: accounts of experiences”.
Description
Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 13 de novembro de 2018, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Estudo do Meio Prática Pedagógica Preschool Education
Citation
Melo, Beatriz Paz. "O Estudo do Meio como pilar de integração e de aprendizagens significativas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 2018. 129 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2018. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5009>.