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Abstract(s)
O presente relatório final de estágio tem como objetivo central a reflexão crítica sobre as práticas pedagógicas desenvolvidas em contextos de estágio, aliada à concretização de um trabalho de investigação. O processo de estágio permitiu uma análise aprofundada das metodologias e estratégias adotadas em situações reais de ensino, favorecendo uma compreensão mais ampla das dinâmicas pedagógicas na Educação Pré-Escolar, particularmente no âmbito da Educação Física. Este exercício de reflexão crítica possibilitou uma avaliação contínua e detalhada das competências adquiridas e dos desafios enfrentados, contribuindo para o desenvolvimento de práticas mais eficazes e alinhadas com os princípios pedagógicos da educação pré-escolar.
A segunda parte do relatório final de estágio é dedicada ao estudo de investigação, sendo que este trabalho baseia-se numa metodologia de investigação-ação, que inclui observação direta e análise de documentos formais como instrumentos principais de recolha de dados. O estudo foi desenvolvido ao longo de 10 sessões de Educação Física, onde se privilegiou a realização de jogos cooperativos, com o objetivo de fomentar entre as crianças competências sociais e colaborativas. A investigação descobriu que a forma de cooperação e colaboração pode ser promovida através de práticas pedagógicas específicas, e de que modo estas podem impactar o desenvolvimento global das crianças na idade pré-escolar.
A recolha de dados possui uma abordagem qualitativa, permitindo uma análise detalhada e interpretativa das interações observadas nas sessões de Educação Física. Verificou-se um aumento significativo nos comportamentos cooperativos, especialmente nas crianças de 5 e 6 anos, que desde o início demonstraram maior maturidade e capacidade de colaboração. Esses comportamentos, como compartilhar a bola, comunicação e resolução de conflitos, impactaram diretamente na eficácia das estratégias coletivas, promovendo um ambiente de aprendizagem mais harmonioso. Conclui-se que o desenvolvimento de comportamentos cooperativos desde cedo é essencial para o sucesso em atividades coletivas, exigindo que as estratégias pedagógicas sejam adaptadas às capacidades de cada faixa etária.
The central aim of this dissertation is to critically reflect on the pedagogical practices developed in internship contexts, combined with the completion of a research project. The internship process enabled an in-depth analysis of the methodologies and strategies adopted in real teaching situations, contributing to a broader understanding of the pedagogical dynamics in Preschool Education, particularly in the field of Physical Education. This critical reflection facilitated a continuous and detailed evaluation of the skills acquired and the challenges faced, contributing to the development of more effective practices aligned with the pedagogical principles of preschool education. The second part of the dissertation is dedicated to the research study, which is based on an action-research methodology, including direct observation and analysis of formal documents as the main data collection tools. The study was conducted over 10 Physical Education sessions, focusing on cooperative games, with the aim of fostering social and collaborative skills among children. The research found that cooperation and collaboration can be promoted through specific pedagogical practices, and that these can positively impact the overall development of preschool-aged children. Data collection followed a qualitative approach, allowing for a detailed and interpretative analysis of the interactions observed during the Physical Education sessions. A significant increase in cooperative behaviors was noted, especially among 5- and 6-year-olds, who demonstrated greater maturity and capacity for collaboration from the outset. These behaviors, such as sharing the ball, communication, and conflict resolution, directly impacted the effectiveness of collective strategies, promoting a more harmonious learning environment. It is concluded that the development of cooperative behaviors from an early age is essential for success in group activities, requiring pedagogical strategies to be adapted to the abilities of each age group.
The central aim of this dissertation is to critically reflect on the pedagogical practices developed in internship contexts, combined with the completion of a research project. The internship process enabled an in-depth analysis of the methodologies and strategies adopted in real teaching situations, contributing to a broader understanding of the pedagogical dynamics in Preschool Education, particularly in the field of Physical Education. This critical reflection facilitated a continuous and detailed evaluation of the skills acquired and the challenges faced, contributing to the development of more effective practices aligned with the pedagogical principles of preschool education. The second part of the dissertation is dedicated to the research study, which is based on an action-research methodology, including direct observation and analysis of formal documents as the main data collection tools. The study was conducted over 10 Physical Education sessions, focusing on cooperative games, with the aim of fostering social and collaborative skills among children. The research found that cooperation and collaboration can be promoted through specific pedagogical practices, and that these can positively impact the overall development of preschool-aged children. Data collection followed a qualitative approach, allowing for a detailed and interpretative analysis of the interactions observed during the Physical Education sessions. A significant increase in cooperative behaviors was noted, especially among 5- and 6-year-olds, who demonstrated greater maturity and capacity for collaboration from the outset. These behaviors, such as sharing the ball, communication, and conflict resolution, directly impacted the effectiveness of collective strategies, promoting a more harmonious learning environment. It is concluded that the development of cooperative behaviors from an early age is essential for success in group activities, requiring pedagogical strategies to be adapted to the abilities of each age group.
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Keywords
Criança Educação Pré-Escolar Educação Física Cooperação Colaboração Jogo Children Preschool Education Physical Education Cooperation Collaboration Games