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Publication
Interdisciplinaridade no 1.º ciclo: Derrubar barreiras e criar pontes
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico, decorrente da Prática de Ensino Supervisionada. O ensino
interdisciplinar nasce de uma nova pedagogia, assente em novos objetivos, novos
métodos, cujo primeiro ponto seria a supressão do monólogo e a abertura a uma prática
dialógica, que não se destina a propor a superação de um ensino organizado por
disciplinas, mas a criação de condições de ensino em função das relações dinâmicas entre
as diferentes disciplinas. No contexto onde a prática supervisionada teve lugar,
observaram-se, numa primeira fase, práticas e instrumentos interdisciplinares
desenvolvidos pelo professor titular e pela própria instituição. A segunda fase centrou-se
na implementação de propostas interdisciplinares, que permitiram compreender e analisar
de forma, ainda mais, detalhada os benefícios que a abordagem interdisciplinar tem no
processo de ensino e aprendizagem dos alunos. A prática foi desenvolvida numa
instituição de cariz privado, numa turma do 4.º ano de escolaridade, com vinte e cinco
crianças. A metodologia utilizada foi de natureza qualitativa, recorrendo-se a um estudo
de caso. A observação, o questionamento, as entrevistas semiestruturadas e a análise
documental foram os instrumentos de recolha de dados utilizados. A informação
recolhida foi registada em notas de campo e registos fotográficos e áudio. A informação
recolhida, bem como a sua análise permitiram compreender melhor a contribuição da
interdisciplinaridade no processo de ensino e aprendizagem dos alunos.
ABSTRACT: This report is part of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, resulting from the Supervised Teaching Practice. Interdisciplinary teaching is born from a new pedagogy, based on new objectives, new methods, whose first point would be the suppression of the monologue and the opening to a dialogical practice, which is not intended to propose the overcoming of an organized teaching by subjects, but the creation of teaching conditions based on the dynamic relationships between different subjects. In the context where the supervised practice took place, in the first phase, interdisciplinary practices and instruments developed by the head teacher and the institution itself were observed. The second phase focused on the implementation of interdisciplinary proposals, which allowed for an even more detailed understanding and analysis of the benefits that the interdisciplinary approach has in the process of teaching and learning of students. The practice was developed in a private institution, in a 4th grade class with twenty-five children. The methodology used was qualitative in nature, using a case study. Observation, questioning, semi-structured interviews and document analysis were the instruments used for data collection. The information collected was recorded in field notes and photographic and audio records. The information collected, as well as its analysis, allowed a better understanding of the contribution of interdisciplinarity in the process of teaching and learning of students.
ABSTRACT: This report is part of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, resulting from the Supervised Teaching Practice. Interdisciplinary teaching is born from a new pedagogy, based on new objectives, new methods, whose first point would be the suppression of the monologue and the opening to a dialogical practice, which is not intended to propose the overcoming of an organized teaching by subjects, but the creation of teaching conditions based on the dynamic relationships between different subjects. In the context where the supervised practice took place, in the first phase, interdisciplinary practices and instruments developed by the head teacher and the institution itself were observed. The second phase focused on the implementation of interdisciplinary proposals, which allowed for an even more detailed understanding and analysis of the benefits that the interdisciplinary approach has in the process of teaching and learning of students. The practice was developed in a private institution, in a 4th grade class with twenty-five children. The methodology used was qualitative in nature, using a case study. Observation, questioning, semi-structured interviews and document analysis were the instruments used for data collection. The information collected was recorded in field notes and photographic and audio records. The information collected, as well as its analysis, allowed a better understanding of the contribution of interdisciplinarity in the process of teaching and learning of students.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto
Universitário para obtenção de grau de Mestre em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico
Keywords
1.º Ciclo do Ensino Básico Interdisciplinaridade Processo de ensino e aprendizagem Desenvolvimento 1st Cycle of basic education Interdisciplinarity Process of teaching and learning Development