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A aprendizagem mediada por materiais didáticos no 1.º CEB: um estudo no modelo highscope
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Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática Supervisionada em 1.º Ciclo do Ensino Básico, no ano letivo 2019/2020.
A prática decorreu numa instituição de natureza jurídica privada, numa sala do 1.º ano do Ensino Básico. A turma era composta por 20 alunos, com idades compreendidas entre os 6 e os 7 anos. O ambiente de aprendizagem era semelhante ao da educação de infância, uma vez que a sala se encontra organizada em áreas constituídas por diferentes materiais. A manipulação de materiais era uma prática comum que vai ao encontro de alguns dos princípios orientadores da instituição, tais como: a aprendizagem ativa e o ensino diferenciado.
Neste contexto, procurei compreender, recorrendo a uma observação sistemática, que contributos é que os materiais expostos e utilizados no decorrer das atividades podem ter para a aprendizagem das crianças.
A metodologia utilizada para a realização deste relatório foi a metodologia qualitativa. Os instrumentos utilizados foram a observação direta naturalista e a observação direta participante através dos registos do diário de bordo, dos documentos do portfólio e dos registos diários.
Deste modo, a análise dos resultados, pretende dar respostas às questões colocadas, numa perspetiva de perceber a importância destes materiais para as aprendizagens assim como a forma como o professor deve planificar as atividades possibilitando um envolvimento mais ativo das crianças na sua aprendizagem.
A realização deste estudo permitiu-me estabelecer uma ligação mais consistente, como futura profissional, entre o Jardim-de-Infância e o 1.º CEB. Apesar das culturas profissionais serem distintas, o trabalho pedagógico com as crianças mantem-se e deve ser contínuo e para isso é necessário uma procura constante de abordagens teóricas e modelos pedagógicos que se apliquem aos dois níveis.
This report was performed under the scope of the Supervised Practice Course in the Primary School, in the academic year 2019/2020. The practice took place at a private legal institution, in a 1st year of Primary School classroom. The classroom had 20 students, aged between 6 and 7 years. The learning environment was similar to Kindergarten, since the room was organized in areas consisting of different materials. The handling of materials was a common practice that meets some of the guiding principles of the institution, such as active learning and differentiated teaching. In this context, I tried to understand, using systematic observation, which contributions the materials exposed and used in the course of activities could have in children's learning. The methodology used to produce this report was the qualitative methodology. The instruments used were direct naturalistic observation and direct participant observation through the logbook records, portfolio documents and daily records. In this way, the analysis of the results, aims to give answers to the questions asked, the perspective to realize the importance of these materials for learning as well as how the teacher should plan the activities allowing a more active involvement of children in their learning. The realization of this study allowed me to establish a more consistent connection, as a future professional, between the Kindergarten and the Primary School. Although the professional cultures are different, the pedagogical work with children remains and must be continuous and this requires a constant search for theoretical approaches and pedagogical models that apply at both levels.
This report was performed under the scope of the Supervised Practice Course in the Primary School, in the academic year 2019/2020. The practice took place at a private legal institution, in a 1st year of Primary School classroom. The classroom had 20 students, aged between 6 and 7 years. The learning environment was similar to Kindergarten, since the room was organized in areas consisting of different materials. The handling of materials was a common practice that meets some of the guiding principles of the institution, such as active learning and differentiated teaching. In this context, I tried to understand, using systematic observation, which contributions the materials exposed and used in the course of activities could have in children's learning. The methodology used to produce this report was the qualitative methodology. The instruments used were direct naturalistic observation and direct participant observation through the logbook records, portfolio documents and daily records. In this way, the analysis of the results, aims to give answers to the questions asked, the perspective to realize the importance of these materials for learning as well as how the teacher should plan the activities allowing a more active involvement of children in their learning. The realization of this study allowed me to establish a more consistent connection, as a future professional, between the Kindergarten and the Primary School. Although the professional cultures are different, the pedagogical work with children remains and must be continuous and this requires a constant search for theoretical approaches and pedagogical models that apply at both levels.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Keywords
1ª Ciclo do Ensino Básico Highscope Aprendizagem ativa Materiais didáticos Materiais manipuláveis Primary school Active learning Didactic materials Manipulable materials