Advisor(s)
Abstract(s)
Este relatรณrio estรก integrado no Mestrado em Educaรงรฃo Prรฉ-Escolar e 1ยบ Ciclo do Ensino
Bรกsico, na Unidade Curricular de Prรกtica Supervisionada em 1ยบ Ciclo do Ensino Bรกsico.
A prรกtica ocorreu numa Instituiรงรฃo Particular, de natureza particular, e decorreu numa
turma do terceiro e quarto ano de escolaridade, constituรญdo por vinte cinco crianรงas, doze
do sexo masculinos e treze do sexo feminino, com idades compreendidas entre os 8 e os
10 anos.
Esta instituiรงรฃo orienta as suas prรกticas pedagรณgicas no modelo do Movimento da Escola
Moderna, em que fazem parte do currรญculo 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 competรชncias sociais.
No presente relatรณrio, a metodologia utilizada foi de cariz qualitativo. Os instrumentos
usados foram a observaรงรฃo participante e nรฃo participante; registos no diรกrio de bordo e
criaรงรฃo de instrumentos de observaรงรฃo.
Todos os dados recolhidos permitiram dar respostas ร s minhas questรตes de investigaรงรฃo
no que concerne aos tempos de projeto, mais propriamente no desenvolvimento das
competรชncias sociais e maximizaรงรฃo das aprendizagens. Este relatรณrio permitiu-me ainda,
refletir sobre o meu papel enquanto futura profissional de educaรงรฃo e na forma como
potenciar prรกticas de ensino para desenvolver a cooperaรงรฃo entre pares.
ABSTRACT: This essay is integrated in the Pre-school Education and Primary School Teaching masterโs 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 studentโs 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 masterโs 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 studentโs 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
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 1ยบ Ciclo do
Ensino Bรกsico
Keywords
1ยบ Ciclo do ensino bรกsico Movimento da Escola Moderna Metodologia do trabalho projeto Competรชncias sociais Primary School Teaching Modern School Movement Work project methodology Social competences