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A transdisciplinaridade como processo de ensino-aprendizagem no 1ÂșCEB
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Abstract(s)
O presente RelatĂłrio Final da PrĂĄtica de Ensino Supervisionada (RPES) surge no Ăąmbito da conclusĂŁo do Mestrado em Educação PrĂ©-Escolar e 1Âș Ciclo do Ensino BĂĄsico e teve como objetivo compreender a relevĂąncia da transdisciplinaridade como processo de ensino- aprendizagem no 1Âș Ciclo do Ensino BĂĄsico. A prĂĄtica de estĂĄgio ocorreu numa Instituição Particular de Solidariedade Social, numa sala de 1Âș ano.
A problemåtica surgiu a partir da leitura e anålise do Projeto Educativo da instituição, onde esta temåtica estå presente. Para realizar a investigação, no meu local de estågio, utilizei uma metodologia qualitativa recorrendo a entrevistas semiestruturadas; observação participante e não participante; notas de campo e registos fotogråficos, como instrumentos de investigação.
AtravĂ©s da mesma, procurei compreender a relevĂąncia do projeto educativo para a vivĂȘncia da transdisciplinaridade na instituição; as prĂĄticas que a professora cooperante utiliza para concretizar a transdisciplinaridade com o seu grupo/turma e os benefĂcios da transdisciplinaridade para as crianças, nomeadamente num ano de transição entre o Jardim de InfĂąncia e do 1Âș ciclo, numa Ă©poca pĂłs-pandemia.
A informação recolhida permitiu-me ter um olhar mais analĂtico perante o percurso que efetuei ao longo do estĂĄgio e, tambĂ©m, adquirir as respostas que necessitava para as questĂ”es de investigação nomeadamente, ter compreendido que a coordenadora tem uma noção compreensĂŁo consolidada sobre esta temĂĄtica; que a professora titular implementa com intencionalidade a transdisciplinaridade na sua sala e que esta potencia nos alunos um olhar aprofundado sobre tudo o que aprendem de forma interligada.
This Final Report of Supervised Teaching Practice (RPES) comes as part of the conclusion of the Master's degree in Pre-School Education and 1st Cycle of Basic Education and aimed to understand the relevance of transdisciplinarity as a teaching-learning process in the 1st Cycle of Basic Education. The practice of internship took place in a Private Institution of Social Solidarity, in a room of 1st year. The problematic arose from the observation and reading of the Educational Project of the institution, where this theme is present. To carry out the research, in my internship i used a qualitative methodology using semi-structured interviews; participant and non-participant observation; field notes and photographic records as research tools. Through it, I tried to understand the relevance of the educational project for the experience of transdisciplinarity in the institution; the practices that the cooperating teacher uses to realize transdisciplinarity with her group/class and the benefits of transdisciplinarity for children, particularly in a year of transition between kindergarten and the 1st cycle, in a post-pandemic period. The information collected allowed me to take a more analytical look at the path I took throughout the internship and also to acquire the answers I needed for research questions, namely to understand that the coordinator has a consolidated understanding notion on this topic; that the titular teacher intentionally implements transdisciplinarity in her classroom and that this gives students an in-depth look at everything they learn in an interconnected way.
This Final Report of Supervised Teaching Practice (RPES) comes as part of the conclusion of the Master's degree in Pre-School Education and 1st Cycle of Basic Education and aimed to understand the relevance of transdisciplinarity as a teaching-learning process in the 1st Cycle of Basic Education. The practice of internship took place in a Private Institution of Social Solidarity, in a room of 1st year. The problematic arose from the observation and reading of the Educational Project of the institution, where this theme is present. To carry out the research, in my internship i used a qualitative methodology using semi-structured interviews; participant and non-participant observation; field notes and photographic records as research tools. Through it, I tried to understand the relevance of the educational project for the experience of transdisciplinarity in the institution; the practices that the cooperating teacher uses to realize transdisciplinarity with her group/class and the benefits of transdisciplinarity for children, particularly in a year of transition between kindergarten and the 1st cycle, in a post-pandemic period. The information collected allowed me to take a more analytical look at the path I took throughout the internship and also to acquire the answers I needed for research questions, namely to understand that the coordinator has a consolidated understanding notion on this topic; that the titular teacher intentionally implements transdisciplinarity in her classroom and that this gives students an in-depth look at everything they learn in an interconnected way.
Description
RelatĂłrio da PrĂĄtica de Ensino Supervisionada apresentado no ISPA â Instituto UniversitĂĄrio para obtenção de grau de Mestre em Educação PrĂ©-Escolar e Ensino do 1.Âș Ciclo do Ensino BĂĄsico, criado por Aviso n.Âș 11548/2020, publicado no DiĂĄrio da RepĂșblica, 2.ÂȘ sĂ©rie, n.Âș 153, de 7 de Agosto.
Keywords
Transdisciplinaridade Integração curricular Projeto educativo PrĂĄticas da professora titular BenefĂcios para os alunos Transdisciplinarity Curricular integration Educational project Practices of the full teacher Benefits for students