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Abstract(s)
O presente Relatório Final de Estágio (RFE) encontra-se dividido em duas partes: a primeira é uma reflexão crítica sobre a Prática de Ensino Supervisionada (PES) no 1.º Ciclo do Ensino Básico (CEB) e na Educação Pré-Escolar (EPE), e a segunda parte é relativa ao projeto de investigação desenvolvido em contexto de estágio no âmbito da PES na EPE. A primeira parte do RFE, contempla uma retrospetiva do percurso no 1.º CEB e na EPE, realizados na PES I e II, e uma reflexão sobre os contextos e as aprendizagens realizadas. Esta parte foi baseada nos elementos dos dossiês semestrais elaborados. A segunda parte do RFE inclui um estudo empírico, que resulta de um trabalho de investigação, visando conhecer o envolvimento da família na motivação para a leitura. O estudo de caráter qualitativo aplicado em EPE, foi realizado com recurso à observação, recolha documental, atividades de leitura, vídeos e inquéritos por questionário. Esta investigação possibilitou-nos concluir que os Pais/Encarregados de Educação (EE) se envolviam na vida escolar dos seus educandos, e constatar a importância de tal envolvimento.
This Final Internship Report (RFE) is divided into two parts: the first is a critical reflection on the Supervised Teaching Practice (PES) in the 1st Cycle of Basic Education (CEB) and in Pre-School Education (EPE), and the second part is related to the research project developed in the context of an internship within the scope of PES at EPE. The first part of the RFE contemplates a retrospective of the course in the 1st CEB and EPE, carried out in PES I and II, and a reflection on the contexts and the lessons learned. This part was based on elements of the semi-annual dossiers prepared. The second part of the RFE includes an empirical study, which results from a research work, aiming to know the involvement of the family in the motivation for reading. The qualitative study applied in EPE was carried out using observation, document collection, reading activities, videos and questionnaire surveys. This investigation allowed us to conclude that Parents/Guardians (EE) were involved in the school life of their students, and to verify the importance of such involvement.
This Final Internship Report (RFE) is divided into two parts: the first is a critical reflection on the Supervised Teaching Practice (PES) in the 1st Cycle of Basic Education (CEB) and in Pre-School Education (EPE), and the second part is related to the research project developed in the context of an internship within the scope of PES at EPE. The first part of the RFE contemplates a retrospective of the course in the 1st CEB and EPE, carried out in PES I and II, and a reflection on the contexts and the lessons learned. This part was based on elements of the semi-annual dossiers prepared. The second part of the RFE includes an empirical study, which results from a research work, aiming to know the involvement of the family in the motivation for reading. The qualitative study applied in EPE was carried out using observation, document collection, reading activities, videos and questionnaire surveys. This investigation allowed us to conclude that Parents/Guardians (EE) were involved in the school life of their students, and to verify the importance of such involvement.
Description
Keywords
Educação Pré-Escolar Envolvimento Familiar Iniciação à Leitura Motivação para a Leitura Pre-School Education Family Involvement Initiation to Reading Motivation for Reading