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Publication
Os contributos do trabalho de projeto no 1º ciclo na metodologia do movimento da escola moderna
Advisor(s)
Abstract(s)
Este relatório está integrado no Mestrado em Educação Pré-Escolar e 1º Ciclo do Ensino
Básico, na Unidade Curricular de Prática Supervisionada em 1º Ciclo do Ensino Básico.
A prática ocorreu numa Instituição Particular, de natureza particular, e decorreu numa
turma do terceiro e quarto ano de escolaridade, constituído por vinte cinco crianças, doze
do sexo masculinos e treze do sexo feminino, com idades compreendidas entre os 8 e os
10 anos.
Esta instituição orienta as suas práticas pedagógicas no modelo do Movimento da Escola
Moderna, em que fazem parte do currículo escolar, o tempo de projetos, e por isso muito
frequentes em sala de aula. O meu principal objetivo com este tema foi compreender de
que forma estes tempos de projeto contribuem para o desenvolvimento das aprendizagens
dos alunos e das suas competências sociais.
No presente relatório, a metodologia utilizada foi de cariz qualitativo. Os instrumentos
usados foram a observação participante e não participante; registos no diário de bordo e
criação de instrumentos de observação.
Todos os dados recolhidos permitiram dar respostas às minhas questões de investigação
no que concerne aos tempos de projeto, mais propriamente no desenvolvimento das
competências sociais e maximização das aprendizagens. Este relatório permitiu-me ainda,
refletir sobre o meu papel enquanto futura profissional de educação e na forma como
potenciar práticas de ensino para desenvolver a cooperação entre pares.
ABSTRACT: This essay is integrated in the Pre-school Education and Primary School Teaching master’s degree, in the curricular unit of Supervised Practice in Primary School Teaching. The exercise took place in a private institution of private nature, in a third and fourth grade class composed by twenty-five children, twelve of which were of male gender and thirteen were of female gender, all aged between 8 to 10 years old. This institution conducts their pedagogical practices within the framework of the Modern School Movement, which makes the times of projects part of their school curriculum, and therefore, are very frequent in the classroom. My main goal with this subject was to understand in what way these times of project contribute in the development of the student’s learnings and their underlying social competences. The methodology used for the present essay was of qualitative nature. The tools used were the participative and non-participative observation; records listed in a logbook; and the creation of observation tools. All of the collected records provided answers to my investigation questions regarding the times of project, specifically in the development of social competences and learnings maximization. This essay also allowed me to reflect on my role as a future professional and enhance teaching practices in order to build up cooperation between peers.
ABSTRACT: This essay is integrated in the Pre-school Education and Primary School Teaching master’s degree, in the curricular unit of Supervised Practice in Primary School Teaching. The exercise took place in a private institution of private nature, in a third and fourth grade class composed by twenty-five children, twelve of which were of male gender and thirteen were of female gender, all aged between 8 to 10 years old. This institution conducts their pedagogical practices within the framework of the Modern School Movement, which makes the times of projects part of their school curriculum, and therefore, are very frequent in the classroom. My main goal with this subject was to understand in what way these times of project contribute in the development of the student’s learnings and their underlying social competences. The methodology used for the present essay was of qualitative nature. The tools used were the participative and non-participative observation; records listed in a logbook; and the creation of observation tools. All of the collected records provided answers to my investigation questions regarding the times of project, specifically in the development of social competences and learnings maximization. This essay also allowed me to reflect on my role as a future professional and enhance teaching practices in order to build up cooperation between peers.
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 1º Ciclo do
Ensino Básico
Keywords
1º Ciclo do ensino básico Movimento da Escola Moderna Metodologia do trabalho projeto Competências sociais Primary School Teaching Modern School Movement Work project methodology Social competences