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Abstract(s)
O Relatório Final de Estágio realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico está organizado em duas partes. Na primeira parte, apresenta-se a reflexão crítica sobre as práticas em contexto escolar, Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico e Prática de Ensino Supervisionada em Educação Pré-Escolar, sendo que nesta secção são efetuadas reflexões em torno das competências e conhecimentos relevantes desenvolvidos ao longo das práticas. A segunda parte inclui a apresentação de um trabalho de investigação, cujo objetivo é compreender a perceção de professores sobre as estratégias pedagógicas mais adequadas para promover a aprendizagem e a inclusão de alunos com Perturbação de Aprendizagem Específica/discalculia no Ensino Básico. Para prosseguir este objetivo, foi elaborado um estudo de natureza exploratória. No que concerne à recolha de dados, foi elaborado um questionário ad hoc sobre a temática, em formato online, tendo sido remetido a uma amostra de conveniência, constituída por 46 docentes do 1.º Ciclo do Ensino Básico e de Educação Especial. Os resultados mais relevantes acentuam que o conceito de discalculia é definido como uma perturbação de aprendizagem especifica na área da matemática, assim como, a dificuldade mais associada a essa perturbação, é a leitura correta de números. Quanto à estratégia mais adequada, verificou-se que os docentes valorizaram a diferenciação pedagógica. No que se refere ao tipo de formação mais indicado para os docentes na área de inclusão de alunos com Perturbação de Aprendizagem Especifica verificou-se a frequência de disciplinas na área da educação inclusiva no curso de formação inicial de professores. As informações obtidas com esta investigação permitiram-nos conhecer algumas dificuldades específicas em alunos com discalculia, assim como, algumas estratégias pedagógicas e o tipo de formação mais indicado para os docentes na área da inclusão
de alunos com Perturbação de Aprendizagem Específica – discalculia.
The Final Internship Report carried out within the scope of the Master's Degree in Pre-School Education and Teaching of the first Cycle of Basic Education is organized into two parts. In the first part, critical reflection is presented on practices in a school context, Supervised Teaching Practice in the first Cycle of Basic Education and Supervised Teaching Practice in Pre-School Education, and in this section, reflections are made around the relevant skills and knowledge developed throughout the practices. The second part includes the implementation of research work, the objective of which is to understand teachers' perceptions of the most appropriate pedagogical strategies to promote learning and the inclusion of students with dyscalculia in Basic Education. To pursue this objective, an exploratory investigation was carried out. Regarding data collection, an ad hoc questionnaire on the topic was prepared, in online format, and sent to an intentional, convenience sample of forty-six teachers from the first Cycle of Basic Education and Special Education. The most relevant results emphasize that the concept of dyscalculia is defined as a specific learning disorder in the area of mathematics, as well as the difficulty most associated with this disorder is the correct reading of numbers. Regarding the most appropriate strategy, pedagogical differentiation was verified. Regarding the type of training most suitable for teachers in the area of inclusion of students with Specific Learning Disorders, the frequency of subjects in the area of inclusive education in the initial teacher training course was verified. The information obtained from this research allowed us to understand some of the difficulties of dyscalculia, as well as some pedagogical strategies and the most suitable type of training for teachers in the area of inclusion of students with Specific Learning Disorder – dyscalculia.
The Final Internship Report carried out within the scope of the Master's Degree in Pre-School Education and Teaching of the first Cycle of Basic Education is organized into two parts. In the first part, critical reflection is presented on practices in a school context, Supervised Teaching Practice in the first Cycle of Basic Education and Supervised Teaching Practice in Pre-School Education, and in this section, reflections are made around the relevant skills and knowledge developed throughout the practices. The second part includes the implementation of research work, the objective of which is to understand teachers' perceptions of the most appropriate pedagogical strategies to promote learning and the inclusion of students with dyscalculia in Basic Education. To pursue this objective, an exploratory investigation was carried out. Regarding data collection, an ad hoc questionnaire on the topic was prepared, in online format, and sent to an intentional, convenience sample of forty-six teachers from the first Cycle of Basic Education and Special Education. The most relevant results emphasize that the concept of dyscalculia is defined as a specific learning disorder in the area of mathematics, as well as the difficulty most associated with this disorder is the correct reading of numbers. Regarding the most appropriate strategy, pedagogical differentiation was verified. Regarding the type of training most suitable for teachers in the area of inclusion of students with Specific Learning Disorders, the frequency of subjects in the area of inclusive education in the initial teacher training course was verified. The information obtained from this research allowed us to understand some of the difficulties of dyscalculia, as well as some pedagogical strategies and the most suitable type of training for teachers in the area of inclusion of students with Specific Learning Disorder – dyscalculia.
Description
Keywords
Ensino Básico Estratégias pedagógicas Aprendizagem Inclusão Perturbação de Aprendizagem Específica Discalculia Pedagogical Strategies Learning Inclusion Basic Education Specific Learning Disorder Dyscalculia