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Abstract(s)
O presente relatório final de estágio foi desenvolvido no âmbito da Prática de Ensino Supervisionada (PES) do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Este está subdividido em duas partes: a primeira, focada nas práticas desenvolvidas na PES, direcionada para uma reflexão e análise das mesmas nos vários contextos de estágio; a segunda parte, centrada no trabalho de investigação desenvolvido ao longo de dois semestres.
O referido trabalho incide sobre a temática da articulação curricular entre a educação pré-escolar e o ensino do 1.º ciclo do ensino básico, procurando conhecer a perspetiva dos professores do 1.º ciclo, tendo por base os documentos normativos. Desta forma, o objetivo geral deste trabalho é o de compreender de que forma é que os professores do 1.º ciclo concretizam a articulação curricular entre a educação pré-escolar e o 1.º ciclo do ensino básico, na ótica dos inquiridos.
Em termos empíricos, foi realizada uma investigação de caráter descritivo, recorrendo ao inquérito por questionário como técnica de recolha de dados. O instrumento de pesquisa foi elaborado para o efeito e aplicado a uma amostra de 45 professores do 1.º ano de escolaridade do 1.º ciclo do ensino básico do concelho de Viseu.
Os resultados revelam que os professores consideram que as atividades que desenvolvem ao nível da articulação curricular lhes garante um maior conhecimento da criança, uma vez que se valorizam os seus saberes, partindo destes para novos conhecimentos. A articulação curricular que se pratica já é ativa, evidenciando um empenhamento de vontades e recursos. Para a maioria dos professores, a articulação curricular entre a educação pré-escolar e o 1.º ciclo do ensino básico facilita a transição/integração das crianças de um nível de ensino para o outro, contribuindo para a continuidade educativa e um maior conhecimento da criança como agente ativo do processo de ensino-aprendizagem.
This final internship report was developed within the framework of the Supervised Teaching Practice (PES) of the syllabus of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It is divided into two parts: the first, focused on the practices developed in the PES, directed to a reflection and analysis of the same in the various stages of the internship; The second part, focused on research work developed over two semesters. This paper focuses on the curricular articulation between pre-school education and elementary school education, seeking to know the perspective of 1st cycle teachers, based on normative documents. In this way, the general objective of this work is to understand how the teachers of the 1st cycle concretize the curricular articulation between pre-school education and the 1st cycle of basic education, from the point of view of the respondents. In empirical terms, a descriptive investigation was carried out, using the questionnaire survey as a data collection technique. The research instrument was developed for this purpose and applied to a sample of 45 teachers from the 1st year of schooling in the 1st cycle of basic education in the municipality of Viseu. The results show that the teachers consider that the activities they develop at the level of the curricular articulation assures them a greater knowledge of the child, once their knowledge is valued, starting from these to new knowledge. The curricular articulation that is practiced already is active, evidencing a commitment of wills and resources. For most teachers, the curricular articulation between pre-primary education and the 1st cycle of basic education facilitates the transition / integration of children from one level of education to the other, contributing to the continuity of education and a greater knowledge of the Child as an active agent of the teaching-learning process. Key words:
This final internship report was developed within the framework of the Supervised Teaching Practice (PES) of the syllabus of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. It is divided into two parts: the first, focused on the practices developed in the PES, directed to a reflection and analysis of the same in the various stages of the internship; The second part, focused on research work developed over two semesters. This paper focuses on the curricular articulation between pre-school education and elementary school education, seeking to know the perspective of 1st cycle teachers, based on normative documents. In this way, the general objective of this work is to understand how the teachers of the 1st cycle concretize the curricular articulation between pre-school education and the 1st cycle of basic education, from the point of view of the respondents. In empirical terms, a descriptive investigation was carried out, using the questionnaire survey as a data collection technique. The research instrument was developed for this purpose and applied to a sample of 45 teachers from the 1st year of schooling in the 1st cycle of basic education in the municipality of Viseu. The results show that the teachers consider that the activities they develop at the level of the curricular articulation assures them a greater knowledge of the child, once their knowledge is valued, starting from these to new knowledge. The curricular articulation that is practiced already is active, evidencing a commitment of wills and resources. For most teachers, the curricular articulation between pre-primary education and the 1st cycle of basic education facilitates the transition / integration of children from one level of education to the other, contributing to the continuity of education and a greater knowledge of the Child as an active agent of the teaching-learning process. Key words:
Description
Keywords
Articulação curricular continuidade educativa Prática de Ensino Supervisionada educação pré-escolar 1.º ciclo do ensino básico Curricular articulation Educational continuity Supervised Teaching Practice Pre-school education 1st cycle of basic education
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu