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Advisor(s)
Abstract(s)
O presente relatório final de estágio visa dois objetivos essenciais: proceder a uma
reflexão crítica sobre a Prática de Ensino Supervisionada realizada durante o segundo
e o terceiro semestres do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico e, também, verificar se a prática pedagógica interdisciplinar é
facilitadora das aprendizagens no 1.º Ciclo do Ensino Básico, nomeadamente no que
se refere à temática da Educação Sexual. Para o alcance do primeiro objetivo,
recorremos a materiais por nós elaborados ao longo dos estágios, a autores de
referência e à legislação em vigor, com o intuito de refletirmos sobre as nossas
práticas. Para alcançar o segundo objetivo, recorremos a autores de referência,
nomeadamente ao nível da conceptualização da relevância da interdisciplinaridade na
Educação Sexual. Em termos empíricos, realizámos uma investigação sobre a própria
prática, de caráter qualitativo, com recurso ao inquérito por questionário e à
observação naturalista. O instrumento elaborado para o efeito foi aplicado no local de
estágio, a alunos de uma turma do 2.º ano do 1.º Ciclo. Os dados obtidos permitem
concluir que a abordagem interdisciplinar da Educação Sexual promove as
aprendizagens no 1.º Ciclo do Ensino Básico, em concordância com documentos de
referência que defendem essa prática pedagógica como sendo facilitadora. O
Programa do 1.º Ciclo do Ensino Básico, emanado pelo Ministério da Educação (2004)
defende a ideia de que os alunos se apercebem da realidade como sendo
globalizante, assumindo assim a importância da prática pedagógica interdisciplinar.
Comparando os dados obtidos no pré-teste e no pós-teste, verificamos uma mudança
nos conhecimentos prévios dos alunos, o que evidencia que esta prática foi facilitadora
das aprendizagens e que os alunos ficaram mais esclarecidos acerca da temática da
Educação Sexual.
This final internship report has two essential points to be highlighted: a critical reflection on the Supervised Teaching Practice held during the second and third semesters of the master’s degree in Preschool Education and Teaching in the Primary Education and also to verify whether the interdisciplinary teaching practice is a facilitator of learning in elementary schools, particularly with regard to the issue of Sexual Education. To achieve the first goal, we used the materials we developed during the internships, reference authors and legislation, in order to reflect on our practices. To achieve the second objective, we used the reference authors, particularly in terms of understanding the relevance of interdisciplinarity in Sexual Education. Empirically, we conducted a qualitative research on the practice itself, using the questionnaire survey and the naturalistic observation. The instrument, developed for the purpose was applied in the internship school, to students a 2nd year class of elementary school. The data obtained allow us to conclude that the interdisciplinary approach to Sexual Education is a facilitator of learning in elementary school, in agreement with the reference documents that hold this pedagogical practice as a facilitator. The elementary school program, emanated by the Ministry of Education (2004), supports the idea that students should be aware of reality as globalizing, thus taking on the importance of interdisciplinary teaching practice. Comparing the data obtained in the pre-test and post-test, we found change in the students previous ideas, which shows that this practice was a facilitator of learning and that students were more knowledgeable about the Sexual Education theme.
This final internship report has two essential points to be highlighted: a critical reflection on the Supervised Teaching Practice held during the second and third semesters of the master’s degree in Preschool Education and Teaching in the Primary Education and also to verify whether the interdisciplinary teaching practice is a facilitator of learning in elementary schools, particularly with regard to the issue of Sexual Education. To achieve the first goal, we used the materials we developed during the internships, reference authors and legislation, in order to reflect on our practices. To achieve the second objective, we used the reference authors, particularly in terms of understanding the relevance of interdisciplinarity in Sexual Education. Empirically, we conducted a qualitative research on the practice itself, using the questionnaire survey and the naturalistic observation. The instrument, developed for the purpose was applied in the internship school, to students a 2nd year class of elementary school. The data obtained allow us to conclude that the interdisciplinary approach to Sexual Education is a facilitator of learning in elementary school, in agreement with the reference documents that hold this pedagogical practice as a facilitator. The elementary school program, emanated by the Ministry of Education (2004), supports the idea that students should be aware of reality as globalizing, thus taking on the importance of interdisciplinary teaching practice. Comparing the data obtained in the pre-test and post-test, we found change in the students previous ideas, which shows that this practice was a facilitator of learning and that students were more knowledgeable about the Sexual Education theme.
Description
Keywords
1.º Ciclo do Ensino Básico Interdisciplinaridade Educação Sexual Prática de Ensino Supervisionada Primary Education Interdisciplinarity Sexual Education Supervised Teaching Practice
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu