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Abstract(s)
O presente relatório final de estágio é composto por quatro partes distintas, a primeira é referente à reflexão crítica do estágio, a segunda ao enquadramento teórico e conceptual, a terceira parte diz respeito ao enquadramento teórico e metodológico e a quarta e última faz alusão à análise e interpretação de dados.
Desta forma a primeira parte é referente a uma apreciação global do estágio no 1.º Ciclo do Ensino Básico (1.º CEB) e na Educação Pré-escolar (EPE), onde são apresentadas as caraterizações gerais da turma do 1.º CEB e do grupo da EPE. É ainda apresentado, um breve comentário acerca do papel e da importância dos professores supervisores, orientadores cooperantes e também a importância da Unidade Curricular (UC) de Prática de Ensino Supervisionada II (PES II) e PESIII para o meu desenvolvimento e aprendizagem.
A segunda parte, é composta por uma vertente mais investigativa acerca do ensino-aprendizagem do 1.º CEB em contextos socioeducativos diferenciados. Em que os objetivos traçados para o estudo são: “observar diferentes contextos escolares, comparando a incidência do contexto rural e urbano no desenvolvimento do trabalho escolar dos alunos que perfura a perspetiva dos professores; compreender como os professores perspetivam a influência dos contextos socioculturais (urbano e o rural) e como esses condicionam o trabalho escolar dos alunos e discutir a atual tendência urbanocêntrica da educação escolar em detrimento da educação de matriz rural”.
Seguidamente, a terceira parte diz respeito ao plano de investigação nomeadamente o estudo que pretendemos efetuar, os procedimentos, as técnicas auxiliares e a população amostra do estudo. No que diz respeito à investigação, esta é quantitativa e à técnica utilizada foi inquérito por questionário.
Relativamente à quarta e última parte, esta faz referência à análise e interpretação dos resultados obtidos através do inquérito por questionário respondido pelos docentes.
No que concerne aos dados recolhidos, é possível verificar que 50% dos respondentes inseridos em contexto urbano e 45% dos respondentes em contexto rural referem que o contexto em que os alunos se encontram pode ter um efeito dificultador ou facilitador do ensino-aprendizagem e, por sua vez, 2,5% dos respondentes referiram que o contexto em que os alunos se encontram não tem um efeito dificultador do processo de ensino-aprendizagem. Congruentemente, 32,5% dos respondentes em contexto urbano e 22,5% em contexto rural referiram que é em contexto urbano onde os alunos desenvolvem mais aprendizagens e 30% dos respondentes situados em
contexto urbano e 32,5% em contexto rural enunciaram o fator familiar aquele que mais intervém significativamente na aprendizagem dos alunos em sala de aula.
De acordo com os resultados obtidos é possível concluir que os contextos socioculturais de matriz rural suscitam interferências mais negativas no ensino e nas aprendizagens dos alunos, comparativamente com o nível de interferência dos contextos socioculturais de tipologia urbana; o contexto em que os alunos se encontram inseridos pode ser um inibidor ou um facilitador do processo de ensino-aprendizagem; é no contexto urbano que os alunos possuem um maior índice cultural, possuem experiências e vivências mais “ajustadas” com o currículo escolar e é nele que os alunos desenvolvem mais aprendizagens; é em contexto rural que os alunos estão menos familiarizados com o saber escolar; o fator que mais interfere nas práticas de ensino e aprendizagem em sala de aula é o meio familiar e ainda os alunos inseridos em contexto urbano são mais interessados na aprendizagem dos conteúdos e mais motivados para aprender
This training final report is composed of three distinct parts, the first referring to the training critical reflexion, the second to the theoretical and conceptual framing, the third part concerns the theoretical and methodological framing and the fourth and last part alludes to the data analysis and interpretation. Thus, the first part is referent to the training global appreciation on the 1st Cycle of the Basic Education (1st CBE) and Pre-School Education (PSE), where are presented the general characterizations of the 1st CBE class and of the PSE group. It is also presented a brief comment about the role and importance of the supervisor teachers, cooperating mentors and also the importance of the Curricular Unit (CU) of the Supervised Teaching Practice II (STP II) and STP III for my development and learning. The second part is composed by a more investigative side about the teaching-learning of the 1st CBE in differentiated social educational contexts, where the objectives drawn for the study are: “observe different school contexts, comparing the incidence of the rural and urban context in the development of the school work of the students that drills the teachers perspective; understand how the teachers perspective the influence of the social and cultural contexts (urban and rural) and how these condition the school work of the students and discuss the current urban centric trend of the school education in detriment of the rural matrix education”. Subsequently, the third part concerns the investigation plan, namely the study that we intend to perform, the procedures, the auxiliary techniques and the sample population of the study. In what concerns the investigation, this is quantitative and the technique use was the inquiry by questionnaire. Regarding the fourth and last part, this refers the analysis and interpretation of the results obtained through the inquiry by questionnaire answered by the teachers. In what concerns the data gathered, it is possible to verify that 50% of the respondents inserted in urban context and 45% of the respondents in rural context refer that the context where the students are in may have a difficult or facilitator effect of the teaching-learning and, on the other hand, 2,5% of the respondents referred that the context where the students are in doesn’t have a difficult or facilitator effect of the teaching-learning process. Congruently, 32,5% of the respondents in urban context and 22,5% in rural context referred that it is in urban context where the students develop more learning and 30% of the respondents placed in urban context and 32,5% in rural context enunciated that the family factor is the one that intervenes significantly in the students’ learning in the class room. According the results achieved it is possible to conclude that the social and cultural contexts of rural matrix cause more negative interferences on the teaching and learning of the students, comparatively with the interference level of the social cultural context of urban typology; the context where the students are in can be inhibitor or a facilitator of the teaching-learning process; it is in the urban context that the students possess a higher cultural index, possess experiences more “adjusted” with the school curriculum and it is on it that the students develop more learnings; it is in rural context that the students are less familiarized with the school knowledge; the factor that most intervene in the teaching and learning practices in the class room is the familiar environment and also, the students inserted in urban context are more interested in the contents learning and more motivated to learn.
This training final report is composed of three distinct parts, the first referring to the training critical reflexion, the second to the theoretical and conceptual framing, the third part concerns the theoretical and methodological framing and the fourth and last part alludes to the data analysis and interpretation. Thus, the first part is referent to the training global appreciation on the 1st Cycle of the Basic Education (1st CBE) and Pre-School Education (PSE), where are presented the general characterizations of the 1st CBE class and of the PSE group. It is also presented a brief comment about the role and importance of the supervisor teachers, cooperating mentors and also the importance of the Curricular Unit (CU) of the Supervised Teaching Practice II (STP II) and STP III for my development and learning. The second part is composed by a more investigative side about the teaching-learning of the 1st CBE in differentiated social educational contexts, where the objectives drawn for the study are: “observe different school contexts, comparing the incidence of the rural and urban context in the development of the school work of the students that drills the teachers perspective; understand how the teachers perspective the influence of the social and cultural contexts (urban and rural) and how these condition the school work of the students and discuss the current urban centric trend of the school education in detriment of the rural matrix education”. Subsequently, the third part concerns the investigation plan, namely the study that we intend to perform, the procedures, the auxiliary techniques and the sample population of the study. In what concerns the investigation, this is quantitative and the technique use was the inquiry by questionnaire. Regarding the fourth and last part, this refers the analysis and interpretation of the results obtained through the inquiry by questionnaire answered by the teachers. In what concerns the data gathered, it is possible to verify that 50% of the respondents inserted in urban context and 45% of the respondents in rural context refer that the context where the students are in may have a difficult or facilitator effect of the teaching-learning and, on the other hand, 2,5% of the respondents referred that the context where the students are in doesn’t have a difficult or facilitator effect of the teaching-learning process. Congruently, 32,5% of the respondents in urban context and 22,5% in rural context referred that it is in urban context where the students develop more learning and 30% of the respondents placed in urban context and 32,5% in rural context enunciated that the family factor is the one that intervenes significantly in the students’ learning in the class room. According the results achieved it is possible to conclude that the social and cultural contexts of rural matrix cause more negative interferences on the teaching and learning of the students, comparatively with the interference level of the social cultural context of urban typology; the context where the students are in can be inhibitor or a facilitator of the teaching-learning process; it is in the urban context that the students possess a higher cultural index, possess experiences more “adjusted” with the school curriculum and it is on it that the students develop more learnings; it is in rural context that the students are less familiarized with the school knowledge; the factor that most intervene in the teaching and learning practices in the class room is the familiar environment and also, the students inserted in urban context are more interested in the contents learning and more motivated to learn.
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Keywords
Contexto sociocultural Aprendizagem Ensino Heterogeneidade cultural Família Social cultural context Learning Teaching Cultural heterogeneity Family
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu