Advisor(s)
Abstract(s)
O presente relatรณrio surge no รขmbito do Mestrado em Educaรงรฃo Prรฉ-Escolar e Ensino do
1.ยบ Ciclo do Ensino Bรกsico, decorrente da Prรกtica de Ensino Supervisionada. O ensino
interdisciplinar nasce de uma nova pedagogia, assente em novos objetivos, novos
mรฉtodos, cujo primeiro ponto seria a supressรฃo do monรณlogo e a abertura a uma prรกtica
dialรณgica, que nรฃo se destina a propor a superaรงรฃo de um ensino organizado por
disciplinas, mas a criaรงรฃo de condiรงรตes de ensino em funรงรฃo das relaรงรตes dinรขmicas entre
as diferentes disciplinas. No contexto onde a prรกtica supervisionada teve lugar,
observaram-se, numa primeira fase, prรกticas e instrumentos interdisciplinares
desenvolvidos pelo professor titular e pela prรณpria instituiรงรฃo. A segunda fase centrou-se
na implementaรงรฃo de propostas interdisciplinares, que permitiram compreender e analisar
de forma, ainda mais, detalhada os benefรญcios que a abordagem interdisciplinar tem no
processo de ensino e aprendizagem dos alunos. A prรกtica foi desenvolvida numa
instituiรงรฃo de cariz privado, numa turma do 4.ยบ ano de escolaridade, com vinte e cinco
crianรงas. A metodologia utilizada foi de natureza qualitativa, recorrendo-se a um estudo
de caso. A observaรงรฃo, o questionamento, as entrevistas semiestruturadas e a anรกlise
documental foram os instrumentos de recolha de dados utilizados. A informaรงรฃo
recolhida foi registada em notas de campo e registos fotogrรกficos e รกudio. A informaรงรฃo
recolhida, bem como a sua anรกlise permitiram compreender melhor a contribuiรงรฃo da
interdisciplinaridade no processo de ensino e aprendizagem dos alunos.
ABSTRACT: This report is part of the Masterโs 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 Masterโs 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
Relatรณrio da Prรกtica de Ensino Supervisionada
apresentado no ISPA โ Instituto
Universitรกrio para obtenรงรฃo de grau de Mestre em
Educaรงรฃo Prรฉ-Escolar e Ensino do 1.ยบ Ciclo do Ensino
Bรกsico
Keywords
1.ยบ Ciclo do Ensino Bรกsico Interdisciplinaridade Processo de ensino e aprendizagem Desenvolvimento 1st Cycle of basic education Interdisciplinarity Process of teaching and learning Development