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Abstract(s)
O presente relatório de estágio tem como propósito analisar criticamente a Prática de Ensino Supervisionada (PES) que foi desenvolvida em contexto de 1.º Ciclo do Ensino Básico (CEB) e de Educação Pré-Escolar (EPE), tal como apresentar um estudo sobre os contributos das Tecnologias de Informação e Comunicação (TIC) no âmbito do trabalho de projeto na EPE. O trabalho desenvolvido foi articulado com o projeto VIAS – Viseu InterAge Stories.
A ação desenvolvida ao longo da prática baseou-se assim numa perspetiva sócio-construtivista, partindo da premissa de que a aprendizagem e o desenvolvimento são produtos da interação social, tendo o sujeito um papel ativo. Nesta linha de pensamento, ao se planificarem as atividades teve-se em atenção as características das crianças, as suas escolhas e interesses. Para se analisar o trabalho desenvolvido recorreu-se aos instrumentos e materiais utilizados ao longo das intervenções, aos registos fotográficos e escritos e a diversos autores de referência.
Para dar resposta ao estudo, que se relacionou com a conceção e avaliação de um trabalho de projeto na EPE que mobilizasse as TIC e promovesse a “intergeracionalidade”, tornou-se relevante realizar uma investigação sobre as próprias práticas, tendo-se tratado de uma investigação qualitativa. Foi assim realizada uma análise dos dados recolhidos através da observação participante, com a adoção de características da investigação etnográfica, o que permitiu que as crianças tivessem uma voz mais direta e, consequentemente, uma maior participação.
The present stage report has the purpose of critically analysing the Practice of Supervised Teaching (PST) that was developed in the context of 1st Cycle of Basic School (CBS) and Pre-Scholar Education (PSE), as well as presenting a study about the contribute of Information and Communication Technologies (ICT) in the scope of work project in the PSE. Said project to the VIAS project – Viseu InterAge Stories. The actions developed during the practise were based therefore upon a social-constructive perspective, from the premise that children’s learning and development are products of social interaction, having the subject an active role in it. In this line of thought, while planning the activities, we payed attention to children’s characteristics, their choices and interests. To analyse the work developed we resorted to the instruments and materials used during the interventions, photographic and written records and different prestige authors. To answer the study, that related to the conception and evaluation of a work project in PSE that mobilized the ICT and promoted intergenerationality, it became relevant to carry on an investigation about the practices themselves, being it a qualitative investigation, since the most important data were taken from the field. That gathered data was then analysed through participant observation, with the adoption of characteristics from the ethnographic investigation, which allowe
The present stage report has the purpose of critically analysing the Practice of Supervised Teaching (PST) that was developed in the context of 1st Cycle of Basic School (CBS) and Pre-Scholar Education (PSE), as well as presenting a study about the contribute of Information and Communication Technologies (ICT) in the scope of work project in the PSE. Said project to the VIAS project – Viseu InterAge Stories. The actions developed during the practise were based therefore upon a social-constructive perspective, from the premise that children’s learning and development are products of social interaction, having the subject an active role in it. In this line of thought, while planning the activities, we payed attention to children’s characteristics, their choices and interests. To analyse the work developed we resorted to the instruments and materials used during the interventions, photographic and written records and different prestige authors. To answer the study, that related to the conception and evaluation of a work project in PSE that mobilized the ICT and promoted intergenerationality, it became relevant to carry on an investigation about the practices themselves, being it a qualitative investigation, since the most important data were taken from the field. That gathered data was then analysed through participant observation, with the adoption of characteristics from the ethnographic investigation, which allowe
Description
Keywords
Educação Pré-Escolar TIC trabalho de projeto intergeracionalidade Pre-Scholar Education ICT work project intergenerationality
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu