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Authors
Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio é composto por duas partes. A primeira consiste numa reflexão crítica sobre as práticas desenvolvidas no estágio, tanto a nível da Educação Pré-Escolar como do Ensino do 1.º Ciclo do Ensino Básico, onde se perspetiva sobre aspetos pedagógicos e didáticos e as competências essenciais aos profissionais, para a promoção de um ensino de qualidade.
A segunda parte trata-se de uma investigação empírica que pretende averiguar a relação entre os contextos socioculturais e o processo de ensino-aprendizagem dos alunos do 1.º Ciclo do Ensino Básico.
Orientado por um registo sociológico e político, este trabalho faz referência mais específica a aspetos da sociologia da educação, nomeadamente sobre a influência do handicap sociocultural no processo de ensino-aprendizagem dos alunos. Do ponto de vista teórico conceptual propõe-se um debate com diversos contributos de autores desta área e de políticas educativas. O quadro teórico metodológico insere-se num modelo de investigação empírica de caráter descritivo, podendo ser enquadrado no paradigma quantitativo.
Em termos conclusivos, o nosso estudo demonstra que é ao considerar as especificidades e vivências dos alunos que a prática docente pode desenvolver um ensino adequado para a aprendizagem e o sucesso de todos. Mas para este resultado é fundamental um contacto próximo com as famílias, pois a sua participação permite aos professores criarem um ensino de qualidade.
ABSTRACT This final report stage consists of two parts. The first is a critical reflection on the practices developed in stage, both in Preschool Education and Teaching the First Cycle of Basic Education, where perspective on teaching and learning aspects and essential competencies for professionals, to promote quality in education. The second part is in an empirical investigation that tries to understand the relationship between the sociocultural contexts and the teaching learning process of students First Cycle of Basic Education. Guided by a sociological and political register, this work makes reference to more specific aspects of the sociology of education, in particular on the influence of sociocultural handicap in the teaching and learning process of students. From the theoretical point of view we propose a conceptual debate with contributions from various authors of the area and educational policies. The theoretical and methodological framework is part of a research model of empirical descriptive, that can be seen in the quantitative paradigm. In conclusive terms, our study demonstrates that considering the characteristics and experiences of students the teaching practice can develop an appropriate teaching to learning and success for all. But this result is fundamental in close contact with the families, because their participation allows teachers to create a quality education.
ABSTRACT This final report stage consists of two parts. The first is a critical reflection on the practices developed in stage, both in Preschool Education and Teaching the First Cycle of Basic Education, where perspective on teaching and learning aspects and essential competencies for professionals, to promote quality in education. The second part is in an empirical investigation that tries to understand the relationship between the sociocultural contexts and the teaching learning process of students First Cycle of Basic Education. Guided by a sociological and political register, this work makes reference to more specific aspects of the sociology of education, in particular on the influence of sociocultural handicap in the teaching and learning process of students. From the theoretical point of view we propose a conceptual debate with contributions from various authors of the area and educational policies. The theoretical and methodological framework is part of a research model of empirical descriptive, that can be seen in the quantitative paradigm. In conclusive terms, our study demonstrates that considering the characteristics and experiences of students the teaching practice can develop an appropriate teaching to learning and success for all. But this result is fundamental in close contact with the families, because their participation allows teachers to create a quality education.
Description
Keywords
relação escola-família contextos socioculturais de influência dificuldades e potencialidades de aprendizagem e desenvolvimento sucesso e insucesso escolar school-family relationship sociocultural contexts of influence difficulties and potential for learning and development success and school failure
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu