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Authors
Advisor(s)
Abstract(s)
O presente relatório final de estágio surge no âmbito da Prática de Ensino
Supervisionada (PES), do Mestrado em Educação Pré-escolar (EPE) e Ensino do 1.º
Ciclo do Ensino Básico (CEB).
Este relatório encontra-se dividido em duas partes, contemplando dois
objetivos essenciais. Na primeira parte, o objetivo é fazer uma reflexão crítica sobre a
Prática de Ensino Supervisionada realizada durante os segundo e terceiro semestres
do Mestrado. Na segunda parte, destinada ao trabalho de investigação, o objetivo é
averiguar qual o papel dos manuais na promoção de valores da interculturalidade no
1.º Ciclo do Ensino Básico.
Para o efeito, recorremos a material por nós elaborado ao longo do estágio,
bem como a autores de referência e à legislação em vigor, a fim de refletirmos sobre
as nossas práticas e averiguarmos qual a imagem que tem vindo a ser veiculada sobre
a diferença e a igualdade ao longo dos tempos.
Em termos empíricos, realizámos uma investigação de caráter qualitativo com
recurso à análise de conteúdo e, também, de caráter quantitativo relativamente à
utilização de inquéritos por questionário. O instrumento elaborado para o efeito foi
aplicado a alunos do 4.º ano do 1.º Ciclo do Ensino Básico numa escola do concelho
de Viseu.
Os dados obtidos permitem concluir que, muito embora os manuais escolares
em análise não cumpram completamente o esperado relativamente à educação
intercultural, já que apresentam poucas atividades que despertem um pensamento
crítico e reflexivo sobre esta problemática, a atuação do professor é determinante
como agente de transformação, na mudança de atitudes rumo ao entendimento mútuo
e ao respeito.
This final teacher training report has been written within the scope of the Supervised Teaching Practice, as part of the Master’s Degree in Preschool and Primary School Education. This report is divided into two parts, comprising two essential goals. In the first part, the aim is to make a critical reflection on the Supervised Teaching Practice held during the second and third semesters of the Master´s Degree. In the second part, dedicated to the research work, the aim is to ascertain the role of textbooks in promoting intercultural values in Primary School Education. For this purpose, we used the resources we prepared along our teacher training as well as texts by renowned authors and legislation in force in order to reflect upon our practices and find out the representation that has been conveyed throughout the past years about issues of difference and equality over time. Empirically, we conducted qualitative research methods using content analysis and also quantitative questionnaire surveys. The instrument designed for this purpose was applied to 4th grade students in a school of Viseu. The data support the conclusion that, although the textbooks under consideration do not completely comply with the expected results concerning intercultural education, since they have few activities that arouse a critical and reflective thinking on this issue, the role of the teacher is crucial as a transformative agent in changing attitudes towards mutual understanding and respect.
This final teacher training report has been written within the scope of the Supervised Teaching Practice, as part of the Master’s Degree in Preschool and Primary School Education. This report is divided into two parts, comprising two essential goals. In the first part, the aim is to make a critical reflection on the Supervised Teaching Practice held during the second and third semesters of the Master´s Degree. In the second part, dedicated to the research work, the aim is to ascertain the role of textbooks in promoting intercultural values in Primary School Education. For this purpose, we used the resources we prepared along our teacher training as well as texts by renowned authors and legislation in force in order to reflect upon our practices and find out the representation that has been conveyed throughout the past years about issues of difference and equality over time. Empirically, we conducted qualitative research methods using content analysis and also quantitative questionnaire surveys. The instrument designed for this purpose was applied to 4th grade students in a school of Viseu. The data support the conclusion that, although the textbooks under consideration do not completely comply with the expected results concerning intercultural education, since they have few activities that arouse a critical and reflective thinking on this issue, the role of the teacher is crucial as a transformative agent in changing attitudes towards mutual understanding and respect.
Description
Keywords
Manuais escolares Currículo Identidade Representação sobre a diferença Literatura de países de língua portuguesa para crianças e jovens Textbooks Curriculum Identity Representation on the difference, Literature of Portuguese-speaking countries for children and young adults
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu