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Interações e aprendizagem numa turma heterogénea no âmbito do Movimento da Escola Moderna"
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Abstract(s)
O presente relatório foi elaborado no âmbito da Prática do Ensino Supervisionada (PES), presente no Curso do Mestrado em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico na Escola Superior de Educadores de Infância Maria Ulrich e no Instituto Universitário Ciências Psicológicas, Sociais e da Vida.
A análise das interações das crianças surgiu da observação direta das práticas pedagógicas presentes e observadas dentro da instituição, onde foi realizada a Prática Especifica Supervisionada, onde todas as salas eram compostas por grupos heterogéneos de ensino-aprendizagem. O facto de os alunos se encontrarem em diferentes anos curriculares do 1ºCEB dentro do mesmo espaço educativo, provocou interesse e curiosidade em compreender como é que as aprendizagens eram feitas.
Desta forma, este relatório tem como objetivo analisar um conjunto de interações das crianças durante diferentes momentos das suas rotinas e atividades pedagógicas, com o intuito de compreender de que modo a aprendizagem em interação com os outros desenvolve e promove um conjunto de aprendizagens cognitivas e valores sociais resultantes da partilha e da interajuda de todos os elementos do grupo.
ABSTRACT: The following report was prepared within the scope of the Supervised Teaching Practice (PES), present at the master’s Course in Pre-School Education and 1st Cycle of Basic Education at the Higher School of Childhood Educators Maria Ulrich and at the Institute of Psychological, Social and life Sciences. The analysis of children's interactions arose from the direct observation of the pedagogical practices present and observed within the institution where the Specific Supervised Practice was carried out, which all rooms were composed of heterogeneous teaching-learning groups. The fact that the students were in different years of the 1st CEB curriculum within the same educational space provoked interest and curiosity in understanding how the learning was done In this way, this report aims to analyze a set of interactions between children during different moments of their routines and pedagogical activities, in order to understand how the learning in interaction with others develops and promotes cognitive learning and a set of values, resultant of the sharing and the mutual aid between all the members of the group.
ABSTRACT: The following report was prepared within the scope of the Supervised Teaching Practice (PES), present at the master’s Course in Pre-School Education and 1st Cycle of Basic Education at the Higher School of Childhood Educators Maria Ulrich and at the Institute of Psychological, Social and life Sciences. The analysis of children's interactions arose from the direct observation of the pedagogical practices present and observed within the institution where the Specific Supervised Practice was carried out, which all rooms were composed of heterogeneous teaching-learning groups. The fact that the students were in different years of the 1st CEB curriculum within the same educational space provoked interest and curiosity in understanding how the learning was done In this way, this report aims to analyze a set of interactions between children during different moments of their routines and pedagogical activities, in order to understand how the learning in interaction with others develops and promotes cognitive learning and a set of values, resultant of the sharing and the mutual aid between all the members of the group.
Description
Relatório da prática de ensino supervisionada apresentado no ISPA - Instituto Universitário obtenção do grau de Mestre em Educação Pré-Escolar e Ensino Do 1º Ciclo do Ensino Básico
Keywords
Grupos heterogéneos de ensino-aprendizagem Competências sociais Interações Movimento da Escola Moderna e 1º CEB Heterogeneous teaching learning-groups Social skills Interactions Modern School Movment