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Publication
A gestão das relações sociais numa turma de 3º ano
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| 1.82 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente relatório de Prática de Ensino Supervisionada (RPES) foi realizado no
âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. O
estudo decorreu numa escola pública do concelho de Sintra, numa turma do 3º ano do 1º
Ciclo, composta por vinte e três alunos, em que o modelo de ensino que a professora
titular se baseia é o Movimento de Escola Moderna. A investigação foi estruturada a
partir de três questões principais: Como são geridas na turma do 3ºC as relações sociais?
Qual o papel do conselho de cooperação educativa na gestão das relações sociais? Que
estratégias podem ser adotadas para que as relações entre a turma se intensifiquem? O
principal objetivo desta investigação foi compreender a dinâmica das relações sociais
entre os alunos e analisar como é que estas influenciam o ambiente escolar e o seu
processo de aprendizagem. A metodologia utilizada foi de natureza qualitativa, com base
na observação direta naturalista e na observação direta participante, em que grande parte
da informação recolhida foi através dos conselhos de cooperação educativa, com o apoio
de instrumentos de regulação, do diário de turma e de uma grelha de observação. Em
complementação foram elaboradas entrevistas através de guiões elaborados pela
observadora. A presente investigação demonstrou que a gestão eficaz das relações sociais,
através da prática do conselho de cooperação educativa e de estratégias implementadas,
reduz os conflitos físicos e verbais, aumentando significativamente o desempenho escolar
dos alunos.
ABSTRACT: This Supervised Teaching Practice Report (RPES) was conducted within the scope of the Master’s in Pre-School Education and Primary Education (1st Cycle of Basic Education). The study took place in a public school in the Sintra municipality, within a 3rd-year class of the 1st Cycle, consisting of twenty-three students, where the main teaching model followed by the head teacher is the Modern School Movement. The research was structured around three main questions: How are social relationships managed in Class 3C? What role does the educational cooperation council play in managing social relationships? What strategies can be adopted to strengthen relationships within the class? The primary objective of this investigation was to understand the dynamics of social relationships among students and analyze how these influence the school environment and their learning process. The methodology used was qualitative in nature, based on naturalistic direct observation and participant direct observation. A significant portion of the information was gathered through educational cooperation councils, supported by regulatory tools, the class journal, and an observation grid. In addition, interviews were conducted using scripts developed by the observer. This research demonstrated that effective management of social relationships, through the practice of the educational cooperation council and implemented strategies, reduces physical and verbal conflicts, significantly enhancing students' academic performance
ABSTRACT: This Supervised Teaching Practice Report (RPES) was conducted within the scope of the Master’s in Pre-School Education and Primary Education (1st Cycle of Basic Education). The study took place in a public school in the Sintra municipality, within a 3rd-year class of the 1st Cycle, consisting of twenty-three students, where the main teaching model followed by the head teacher is the Modern School Movement. The research was structured around three main questions: How are social relationships managed in Class 3C? What role does the educational cooperation council play in managing social relationships? What strategies can be adopted to strengthen relationships within the class? The primary objective of this investigation was to understand the dynamics of social relationships among students and analyze how these influence the school environment and their learning process. The methodology used was qualitative in nature, based on naturalistic direct observation and participant direct observation. A significant portion of the information was gathered through educational cooperation councils, supported by regulatory tools, the class journal, and an observation grid. In addition, interviews were conducted using scripts developed by the observer. This research demonstrated that effective management of social relationships, through the practice of the educational cooperation council and implemented strategies, reduces physical and verbal conflicts, significantly enhancing students' academic performance
Description
Relatório da Prática de Ensino Supervisionada realizado
sob a orientação de Prof. Doutora Margarida Alves
Martins, apresentado no Ispa – Instituto Universitário
para obtenção de grau de Mestre em Educação PréEscolar e Ensino do 1.º Ciclo do Ensino Básico
Keywords
1º Ciclo do Ensino Básico Gestão de conflitos Relações sociais Cooperação Movimento de Escola Moderna 1st Cycle of Basic Education Conflict management Social relationships Cooperation Modern School Movement