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| 1.87 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O Relatório Final de Estágio resulta da análise do percurso de formação no mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, abordando o trabalho desenvolvido em contexto de estágio, potenciado pela Prática de Ensino Supervisionada, e um estudo sobre as próprias práticas desenvolvido no mesmo contexto. Assim, o trabalho encontra-se dividido em duas partes: na primeira, apresentam-se elementos dos estágios desenvolvidos no 1.º Ciclo do Ensino Básico e na Educação Pré-Escolar; na segunda parte, dá-se conta do trabalho investigativo desenvolvido e implementado durante as práticas de estágio. O estudo foi concretizado através da observação participante em contexto de estágio em EPE, pela realização de uma entrevista à educadora de infância sobre a sua visão e pensamentos do estudo em questão e pela análise documental, referentes ao ensino a distância na Educação Pré-Escolar. Através deste conseguimos perceber como é que a educadora experienciou o período de confinamento e quais as estratégias que utilizou para encarar as dificuldades que se deram com a pandemia. A análise desse mesmo conteúdo permitiu cruzar dados das diferentes recolhas, resultando num olhar critico-reflexivo sobre o Ensino a Distância em contexto de Educação Pré-Escolar.
This Final Internship Report is a result of the formation route analysis on the Master´s Degree on Early Education and Teaching of the 1st Cycle of Basic Education, addressing the work developed by the master student in the context of internship, boosted by Supervised Teaching Practice, and a study concerning own practices developed on the same context. Thus, the work is divided into two parts: the first presents the elements of the stages developed in the 1st Cycle of Basic Education and in Pre-School Education. On the second part, it is taken in account of the investigative and empirical work developed and implemented during the internship practices. The qualitative study in question, was carried out using participant observation in the internship context of Pre-School Education, by conducting an interview with the kindergarten educator about her vision and thoughts of the study in question and by document analysis, referring to distance learning in Pre-School Education. Trough this study, we can understand how the educator experienced the period of confinement and what strategies she used to face the difficulties that arose with the pandemic. The analysis of that same content made it possible to cross data form the different collections, resulting in a critical-reflective look at EaD in the context of PreSchool Education.
This Final Internship Report is a result of the formation route analysis on the Master´s Degree on Early Education and Teaching of the 1st Cycle of Basic Education, addressing the work developed by the master student in the context of internship, boosted by Supervised Teaching Practice, and a study concerning own practices developed on the same context. Thus, the work is divided into two parts: the first presents the elements of the stages developed in the 1st Cycle of Basic Education and in Pre-School Education. On the second part, it is taken in account of the investigative and empirical work developed and implemented during the internship practices. The qualitative study in question, was carried out using participant observation in the internship context of Pre-School Education, by conducting an interview with the kindergarten educator about her vision and thoughts of the study in question and by document analysis, referring to distance learning in Pre-School Education. Trough this study, we can understand how the educator experienced the period of confinement and what strategies she used to face the difficulties that arose with the pandemic. The analysis of that same content made it possible to cross data form the different collections, resulting in a critical-reflective look at EaD in the context of PreSchool Education.
Description
Keywords
Educação Pré-Escolar (EPE) Ensino a distância (EaD) Tecnologias de Informação e Comunicação (TIC) Covid-19 Pre-School Education (EPE) Distance Learning (EaD) Information and Communication Technologies (ICT)