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Advisor(s)
Abstract(s)
Este relatório final é composto por duas partes, sendo que uma delas faz um registo global acerca do estágio desenvolvido, tanto a nível da Educação Pré-escolar como do 1º Ciclo do Ensino Básico (CEB), mencionando, principalmente, as exigências do processo de ensino-aprendizagem. Trata-se de um texto que comporta uma reflexão sobre determinados aspetos pedagógicos, que visam a promoção de aprendizagens efetivas e significativas dos alunos.
A segunda parte deste relatório final, consiste numa investigação sobre o trabalho da escola e dos professores com os alunos oriundos de estratos socioculturais desfavorecidos, tendo como suporte uma orientação sociológica.
Este estudo faz uma abordagem da evolução que a educação sofreu ao longo dos últimos tempos, dando ênfase ao ensino de elites, que se baseava nas práticas tradicionais/expositivas, e ao ensino de massas, que se perspetiva uma prática direcionada para o construtivismo. Este último suscitou, ao longo do relatório final, uma análise da heterogeneidade social e cultural, é-lhe dado também uma maior relevância, pois a prática pedagógica e curricular assume uma especial importância face à caraterização da população escolar, de modo a dar resposta às suas dificuldades/necessidades.
As alterações curriculares e pedagógicas face à diversidade cultural dos alunos, envolvem certos problemas estruturais da educação, tais como o mando centralizado que os documentos normativos exercem sobre o funcionamento das escolas. Neste caso, a impotência da escola em relação ao combate das desigualdades sociais, torna-se evidente, implicando aspetos como a seletividade escolar, as pré-noções concebidas pelos professores, os códigos linguísticos e a metodologia aplicada.
Face às abordagens teóricas e empíricas, reforçamos o facto de que a organização escolar do estudo evidencia uma visão mais ampla no que diz respeito ao desenvolvimento e gestão curricular, apostando na superação dos problemas escolares anteriormente suscitados.
This final report is composed by two parts, where one of them consists of an overall record on the stage of, both at pre-school education and at the first cycle of Basic Education (CEB), citing primarily the requirements on the process of teaching and learning. This is a text that includes a reflection on certain educational aspects, with the aim to promote significant and effective learning of students. The second part of this report consists in an investigation into the work of schools and teachers with students from disadvantaged socio-cultural backgrounds, supported by a sociological orientation. This study is an approach to the evolution of education that has suffered over recent times, emphasizing the teaching of elites, which was based on traditional practices / exhibitions, and education of the big groups which is a practice oriented by perspective to constructivism. The final report is based on the analysis of social and cultural heterogeneity and gives even greater importance because of the curriculum and pedagogical practice. Therefore more importance is given to the characterization of the school population in order to meet to their problems/needs. Curricular and pedagogical changes in the comparison to cultural diversity of students, involves certain structural problems of education, such as "mando centralizado normative documents" that have on the functioning of schools In this case, the importance of school towards combating social inequalities is evident, such as the selection of schools, pre-notions by teachers, language codes and methodology applied. Given the theoretical and empirical approaches, we reinforce the fact that the school organization of the study, highlights a broader view regarding the development and management curriculum, focusing on overcoming the problems raised before.
This final report is composed by two parts, where one of them consists of an overall record on the stage of, both at pre-school education and at the first cycle of Basic Education (CEB), citing primarily the requirements on the process of teaching and learning. This is a text that includes a reflection on certain educational aspects, with the aim to promote significant and effective learning of students. The second part of this report consists in an investigation into the work of schools and teachers with students from disadvantaged socio-cultural backgrounds, supported by a sociological orientation. This study is an approach to the evolution of education that has suffered over recent times, emphasizing the teaching of elites, which was based on traditional practices / exhibitions, and education of the big groups which is a practice oriented by perspective to constructivism. The final report is based on the analysis of social and cultural heterogeneity and gives even greater importance because of the curriculum and pedagogical practice. Therefore more importance is given to the characterization of the school population in order to meet to their problems/needs. Curricular and pedagogical changes in the comparison to cultural diversity of students, involves certain structural problems of education, such as "mando centralizado normative documents" that have on the functioning of schools In this case, the importance of school towards combating social inequalities is evident, such as the selection of schools, pre-notions by teachers, language codes and methodology applied. Given the theoretical and empirical approaches, we reinforce the fact that the school organization of the study, highlights a broader view regarding the development and management curriculum, focusing on overcoming the problems raised before.
Description
Keywords
Escola Socialização Aprendizagem Cultura Sociedade Diversidade
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu