41 resultados para Ensino básico do 2º ciclo
Resumo:
Este estudo procura caracterizar a relao entre Escola e Famlia na perspectiva de alunos futuros Educadores de Infncia e Professores do Ensino Básico do 1 ciclo, no contexto do seu estgio final de quarto ano. Partindo do pressuposto que as concepes dos alunos no se formulam num vazio, procura-se compreender as concepes tericas e prticas acerca da relao entre Escola e Famlia destes alunos, no contexto da formao que os enquadra e igualmente no contexto das escolas onde realizam o seu estgio final. Realizmos um estudo de caso em duas Instituies de Ensino Superior, a Escola Superior de Educao de Beja e a Universidade de vora, nomeadamente a quatro turmas de quarto ano das duas licenciaturas j referidas. Como instrumentos de recolha de dados fizemos uma anlise das disciplinas do plano de estudos de cada licenciatura, assim como fizemos tambm uma anlise dos instrumentos de planificao e avaliao que estes estabelecimentos de ensino utilizam, e ainda aplicmos aos alunos um inqurito por questionrio. Os resultados que obtivemos mostram que os alunos do importncia relao de complementaridade e de relao entre Escola e Famlia, no considerando assim a separao entre estes dois agentes educativos. Como tal, estes alunos consideraram que os professores e educadores devem ter em considerao o envolvimento das Famlias nas suas planificaes de actividades e assumir os pais como agentes educativos activos. Estes dados s fazem sentido, uma vez que quer a Escola Superior de Educao de Beja, quer a Universidade de vora, parecem fornecer aos seus alunos, formao para que estes estejam sensibilizados para a promoo da relao entre Escola e Famlia, atravs de vrios propsitos que exigem aos seus alunos. Contudo salientamos uma formao inicial mais abrangente e exigente na Universidade de vora. Ainda assim, um facto que estes alunos encontraram factores que dificultaram o estabelecimento da relao entre Escola e Famlia ao longo dos seus estgios finais, no entanto, conseguiram estabelecer estratgias de modo a ultrapass-las, estratgias estas, na sua maioria inseridas nos tipo 2 e 3 da tipologia de Joyce Epstein, assim como estratgias ligadas comunicao e promoo da participao conjunta em actividades realizadas tanto dentro como fora da sala e/ou Instituio. ABSTRACT: This study characterizes the school-family relationships from the point of view of preschool and primary student-teachers in their final year of initial training. Assuming that the students conceptions are not build in an empty context, we seek to understand the theoretical and practical concepts about the school-family relationships of these students, in the context of their experience at the University and at the schools where they undergo their final practicum. This is a case-study of two higher education institutions: Escola Superior de Educao de Beja and Universidade de vora, and two courses in each institution: Pre-school Education and Primary School Teaching; the students belong to the four final years of these courses. Data included documentary analysis of the courses plans and the planning and evaluation instruments used within each course and a questionnaire to all students of each course. Results point out to an understanding of school-family relationships characterized by complementarity and reciprocity, rejecting a view of separation between school and family. These students considered important that teachers include in their plans opportunities to involve families and that they consider families as active educational agents. These results seem to be associated with the higher education institutions programs which encourage and require students to adopt such approach. The results seem to suggest that the teachers' training at the Universidade de vora is slightly broader and more demanding. Despite these students having found some resistances and difficulties during their practicum in relation to implementing school and family links, they were also able to implement some strategies to overcome these difficulties. The strategies students used were mainly within Joyce Epstein's type tow and tree; strategies were mainly directed to promote communication and joint participation in activities inside as well as outside the classroom and the school.
Resumo:
Este estudo teve como grande finalidade conhecer as percepes de alunos do 2 Ciclo do Ensino Básico de uma escola da periferia de Lisboa e dos respectivos professores e encarregados de educao, relativamente disciplina de Educao Musical. No estudo foi utilizado um desenho metodolgico de cariz naturalista, com aproximao ao estudo de caso, em que a tcnica de recolha de dados de suporte foi o inqurito por questionrio, aplicado aos trs elementos da comunidade educativa antes referidos. Os principais objectivos do estudo foram, entre outros, os seguintes: #) Conhecer a importncia que dada Educao Musical, enquanto disciplina integrante do currculo escolar, por alunos, professores e encarregados de educao; #) Contribuir para uma tomada de conscincia, por parte da comunidade educativa em geral, sobre a importncia da Educao Musical na formao integral do cidado. A anlise dos resultados obtidos permitiu chegar a diversas inferncias e concluses, destacando-se, entre outras, as seguintes: - Em relao aos alunos, a Educao Musical foi por eles considerada uma disciplina razoavelmente importante para a sua formao face qual afirmaram nutrir algum interesse, sobretudo quando nela so promovidas actividades prticas; - No que diz respeito aos professores, estes consideraram, na sua maioria, que a disciplina, apesar das suas potencialidades formativas, acaba por no ser aproveitada na sua plenitude; - Os encarregados de educao tenderam a consider-la uma disciplina importante, parecendo estar informados sobre as actividades e as funes a ela associadas. A msica pareceu, alm disso, fazer parte da vida da maior parte dos inquiridos dos trs grupos participantes no estudo, tendo os mesmos indicado que ouviam msica todos os dias e que j haviam assistido a, pelo menos, um concerto ao vivo. ABSTRACT; The aim of this study was to acknowledge the perceptions of students of the fifth and sixth grades of a Basic school in Lisbon periphery, their parents and teachers, about the subject of Musical Education. ln that purpose, we are in front of a naturalist investigation, approaching the case study, were the support instrument of data collecting was the questionnaire, applied to the three members of the educative community we have already referred to. This study had, as main goals, the following, among others: #) To know the importance that is given to Musical Education, as a subject which is part of the school curriculum, by students, parents and teachers; #) To contribute for the acknowledgement, by the general educative community, of the importance of Musical Education, for the growth and formation of the individuals. The analisys of the results allowed us to reach, among others, several conclusions and inferences: - Concerning the students, musical education was considered a subject of reasonable importance for their formation, and by which they showed some interest, especially when teachers promote practical activities; - The majority of the teachers considered that the subject was very important for the formation of the individual. However, and in spite of its formative potentialities, musical education is not applied and used as much as it should be; - Parents seem to consider it an important subject and also seem to be well informed about the activities and functions associated to it; Music seemed to be part of the lives of all the inquiries, who revealed listening to music every day and, in the majority of cases, have already been to a live concert.
Resumo:
O presente trabalho, onde foi desenvolvido o tema A Ideia no Desenho, Diferentes Desenhos no Ensino das Artes Visuais; foi elaborado no mbito da Prtica de Ensino Supervisionada do Mestrado em Ensino de Artes Visuais no 3 ciclo do Ensino Básico e no Ensino Secundrio, pretende dar a conhecer os aspetos inerentes Prtica de Ensino Supervisionada desenvolvida no ano letivo de 2011/2012 na Escola Secundria Gabriel Pereira e Escola Bsica Andr de Resende. O relatrio integra a preparao cientfica, pedaggica e didtica; caraterizao do concelho de vora; caraterizao do contexto educativo, planificao, conduo de aulas, avaliao de aprendizagens e conclui com a anlise da prtica de ensino e desenvolvimento profissional. Possui ainda dois apndices finais com informao citada e evidncias significativas das atividades desenvolvidas na escola. /ABSTRACT:The present work in which we develop a theme "The Idea in Drawing, Different Drawings in Visual Art Education"; was prepared to achieve de Master Degree on Teaching of the Visual Arts in the 3rd Cycle of Basic and Secondary Education, and it is focused in the teaching supervised practice developed at the Escola Secundria Gabriel Pereira and Escola Bsica Andr de Resende Schools, during the academic year of 2011/2012. The report includes scientific, educational and didactical preparation; characterization of the municipality of vora; school planning, conducted lessons and learning evaluation; and concludes with teaching analysis and professional development. It also includes two final appendices with quoted information and significant evidence of the schooling activities. NOTA: em virtude de esta Tese conter apndices de formatos diversos e incompatveis para a introduo no repositrio, s podero ser consultados na Biblioteca Geral da Universidade de vora.
Resumo:
A presente investigao tem como objectivo o estudo das concepes dos alunos sobre a avaliao das aprendizagens na disciplina de Matemtica em anos terminais dos 1 e 2 ciclos do Ensino Básico. Em particular, procurou-se estudar e comparar as concepes que alunos desses anos tinham sobre a avaliao e as prticas avaliativas dos seus professores, e compreender se existiam algumas relaes de dependncia entre essas concepes e a perspectiva face Matemtica e o desempenho escolar desses alunos. O enquadramento terico est organizado em dois captulos. O primeiro relacionado com a avaliao e o segundo referente s concepes. Este estudo segue uma metodologia de natureza interpretativa. A recolha de dados foi feita atravs da aplicao de um questionrio a quatro turmas, uma do 4o e outra do 6 ano de escolaridade de dois agrupamentos distintos, um de Elvas e outro de Portalegre, e de entrevista semi-estruturada a dois alunos por turma. A anlise de dados foi organizada em tomo de duas categorias: (i) perspectivas face Matemtica e (ii) perspectiva face avaliao das aprendizagens. Os resultados do estudo indicam que as concepes sobre a avaliao das aprendizagens em Matemtica dos alunos participantes incidem, preferencialmente, sobre sentimentos, consequncias, funes e instrumentos de avaliao. Verifica-se uma tendncia para a existncia de relaes de dependncia entre a imagem negativa da Matemtica escolar e a concepo de avaliao associada aos sentimentos. Alunos com classificaes negativas a Matemtica associa, igualmente, a avaliao a sentimentos. J os alunos que tm uma imagem positiva da Matemtica, assim com os que tm classificaes mais elevadas, tendem a associar a avaliao s suas consequncias. No que diz respeito s prticas avaliativas que lhes tm sido proporcionadas, os alunos do 1 e do 2ciclos apresentam concepes quase semelhantes, reconhecendo as fichas de avaliao como os instrumentos com mais peso para o professor na atribuio de notas no final do perodo. Os alunos do 1 ciclo so os que mais revelam concordar que o professor est atento s suas dificuldades. Porm, quer os alunos do 1 o e do 2ciclos no reconhecem poder combinar com o professor a forma como so avaliados. ABSTRACT; The main purpose of the present work is to study the students' beliefs on assessment learning related to the Mathematics subject in ending years of 1st and 2nd key stage of elementary school. ln particular, the research was aimed to study and compare the students beliefs that pupils of those particular years had on assessment and the assessment practices of their teachers and also if there were any kind of dependence relationships between those beliefs and the perspective towards Mathematics and those students' school performance. The theoretical framework is organized in two chapters. The first related with the assessment and the second regarding the beliefs. This study follows a methodology of interpretative nature. The data gathering was done through the application of a questionnaire to four classes, one of the 4th and another of the 6th year of two different school groups, one belonging to Elvas and another one to Portalegre and also through a semi-structured interview done to two students per group. The data analysis was organized around two categories: (i) perspectives towards Mathematics and (ii) perspective towards assessment learning. The results of the study show that the beliefs of those students on assessment learning on Mathematics are preferably based on feelings, consequences, functions and assessment instruments. ln general terms, there seems to be dependence relationships between the Mathematics negative image and the assessment conception associated to feelings. Students with negative marks at Mathematics also associate assessment to feelings. Those who have a positive Mathematics image, as well as those with higher marks at the subject, seem to associate assessment to its consequences. Concerning the assessment practices that have been provided to students from 1 51 and 2nd key stage of elementary school, these same pupils show very similar beliefs, pointing the summative tests as having higher importance when the assessment term comes. The students of the 1st key stage of elementary school are those who most agree that the teacher is attentive to their difficulties. Even so, both groups of students say that they cannot negotiate with their teacher the way they are supposed to be assessed.
Resumo:
O presente relatrio tem como finalidade apresentar o trabalho realizado no mbito das unidades curriculares da Prtica de Ensino Supervisionada em Pr-Escolar e em 1. Ciclo do Ensino Básico, inseridas no Mestrado em Educao Pr-Escolar e Ensino do 1. Ciclo do Ensino Básico na Universidade de vora, com enfoque na temtica: Concees Alternativas em Cincia. A PES decorreu em dois contextos distintos, sendo primeiramente realizada numa sala de Educao Pr-Escolar na Escola Bsica Galopim de Carvalho e por fim, numa turma de 2. ano do 1. Ciclo do Ensino Básico, na Escola Bsica dos Canaviais. Ambas pertencem ao Agrupamento n. 4 de vora. A investigao realizada consistiu em identificar e valorizar as concees alternativas das crianas/alunos; promover a construo de conhecimentos a partir das concees alternativas; usar estratgias de mudana concetual que visassem criar um confronto entre as concees alternativas e os conceitos cientficos. Esta investigao permitiu a confirmao de que importante, no ensino das cincias, serem promovidas atividades de mudana concetual, apesar de alguns investigadores afirmarem que estas concees alternativas podem ser um obstculo na aprendizagem de novos conhecimentos; ABSTRACT: This report aims to present the work done within the course units of Supervised Teaching Practice in Pre-School and 1st Basic Education in Masters in Pre-School Education and Training of 1st Basic Education at the University of vora, focusing on the theme Alternative conceptions in Science. The PES held in two different contexts: first performed in a pre-school education classroom at Escola Bsica Galopim de Carvalho and second in a second year class of 1st Basic Education at Escola Bsica dos Canaviais. Both schools belong to Agrupamento n. 4 of vora. The research was carried out to identify and value the alternative conceptions of children/students; promote the construction of knowledge from alternative conceptions; use conceptual change strategies which aimed to create a confrontation between alternative conceptions and scientific concepts. This investigation has confirmed that it is important in science education to promote conceptual change activities, as some researchers claim that these alternative conceptions can be an obstacle in learning/developing new skills.
Resumo:
O presente relatrio referente investigao realizada no mbito das unidades curriculares da Prtica de Ensino Supervisionada em Pr-Escolar e 1. Ciclo do Ensino Básico, do Mestrado em Educao Pr-Escolar e Ensino do 1. Ciclo do Ensino Básico, da Universidade de vora. A investigao foi realizada em contexto de uma sala de Pr-Escolar e em contexto de 1. Ciclo do Ensino Básico, numa turma de 2. ano. Os dois contextos fazem parte da Escola Manuel Ferreira Patrcio, sede do Agrupamento de Escolas n. 1 de vora. A respetiva investigao teve como objetivos compreender, analisar e refletir acerca da explorao da simetria de reflexo em Pr-Escolar e em 1. Ciclo do Ensino Básico. Deste modo, era pretendido responder s seguintes questes: Como lidam as/os crianas/alunos com a identificao e a explorao de simetria de reflexo? e Que prticas devo desenvolver que contribuam para a compreenso e utilizao da simetria de reflexo por parte das crianas?. No decorrer da investigao foi desenvolvida uma interveno didtica em cada contexto, consistindo em sequncias de tarefas de explorao de simetria que se caracterizaram por recorrer a diversos materiais e ao computador com o programa SIMIS, em 1. Ciclo, com tarefas abertas de natureza exploratria. A recolha de dados apoiou-se nos cadernos de formao relativos s PES, nas planificaes, nas produes das crianas, em respostas s tarefas e excertos dos dilogos havidos. Esta investigao permitiu verificar que possvel explorar a simetria no Pr- Escolar e 1.Ciclo de Ensino Básico, uma vez que as crianas reconheceram figuras com simetria, conseguiram identificar eixos de simetria em figuras e construram figuras simtricas. Para tal, desenvolveram-se prticas que contriburam para a compreenso e utilizao da simetria, atravs de estratgias de ensino-aprendizagem exploratrio da Matemtica, com recurso a materiais manipulveis e a software especfico, que mostraram ser ferramentas essenciais nas tarefas de explorao e identificao de simetria; ABSTRACT: The present report refers to research developed in the context of Supervised Teaching Practice in Pre-school Education and in Primary School, integrated in Masters degree in Pre-school Education and Teaching Primary School at University of vora. The research was conducted in context of a pre-school room and in context of 1st cycle of basic education, in a 2nd class year. The two contexts are part of the Manuel Ferreira Patrcio School, headquarters of cluster of vora schools. The respective research has aimed understand, analyze and reflect about reflection symmetry exploration, in Pre-school and in Primary School. Thus, was intented to answer the questions: How childrens deal with the identification and exploration of reflection symmetry?" And "What practices should be developed to contribute to the understanding and use of reflection symmetry by childrens?". During the research it was developed a didactic intervention, in each context, consisting of sequences of symmetry exploration tasks that featured by resorting to diverse materials and the computer with the SIMIS program in the Primary School, with open tasks exploratory. Data collection builds on the training books on STP, the flat patterns, in productions of children, in response tasks and excerpts from the additions accruing dialogues. This research has shown that it is possible to explore the symmetry in Preschool and Primary School, since children recognized figures with symmetry, they were able to identify lines of symmetry in figures and built symmetrical figures. For such practices have developed that have contributed to the understanding and use of symmetry, through exploratory teaching and learning strategies of mathematics, using manipulatives and specific software, which proved to be essential tools in the exploration tasks and identification symmetry.
Resumo:
Este estudo tem como objetivo contribuir para a compreenso do conhecimento profissional do professor de Matemtica envolvido no desenvolvimento de tarefas de investigao na sala de aula, focando-se em quatro questes orientadoras: (i) como que os professores colocam em prtica as tarefas de investigao, considerando a planificao e conduo das aulas? (ii) que dificuldades sentem os professores no desenvolvimento de tarefas de investigao na sala de aula? (iii) como que o conhecimento didtico dos professores influencia o desenvolvimento de tarefas de investigao? (iv) como que o conhecimento didtico dos professores influenciado pelo desenvolvimento de tarefas de investigao? A fundamentao terica assenta sobre as duas grandes temticas do estudo: o conhecimento profissional do professor, sendo discutida a sua natureza, estrutura e contedo, e as tarefas de investigao, das quais se aprofunda a natureza e a utilizao em sala de aula. Apresenta-se ainda investigao emprica referente ao conhecimento profissional do professor envolvido no desenvolvimento de tarefas de investigao. O estudo assumiu uma abordagem interpretativa, concretizando-se atravs dois estudos de caso, um de uma professora de 1. Ciclo e outro de um professor de Matemtica do 2. Ciclo do Ensino Básico. Estes professores trabalharam em colaborao com a investigadora sobre tarefas de investigao, que at a no conheciam, planificando, lecionado e refletindo acerca de um conjunto de aulas com tarefas desta natureza. Foram recolhidos dados durante as sesses de trabalho referidas, bem como nas aulas e ainda em entrevistas realizadas a cada um dos professores. Uma leitura transversal dos casos permite retirar algumas concluses. A possibilidade de enquadramento nos contedos programticos parece ser o principal critrio de seleo das tarefas por parte dos professores. Na planificao, a inventariao dos contedos que a tarefa mobiliza a principal prioridade, na busca da reduo do grau de incerteza relacionado com as eventuais reaes dos alunos. Quanto conduo de tarefas de investigao, a fase de introduo foi a mais breve, tendo servido o objetivo de conduzir compreenso do propsito da tarefa por parte dos alunos e tambm reforar alguns aspetos metodolgicos do trabalho investigativo. A fase de desenvolvimento da tarefa foi aquela a que o professor de 2. Ciclo atribuiu maior importncia, embora tambm valorizada pela professora de 1. Ciclo. Aqui, os professores consideram que o seu papel acompanhar e orientar o trabalho dos alunos, ajudando a ultrapassar possveis obstculos, mantendo uma atitude questionadora. Quanto fase de discusso, a grande preocupao dos professores garantir a compreenso das ideias apresentadas pelos alunos. No entanto, existem duas estratgias distintas: enquanto a professora de 1. Ciclo, que muito valorizou esta fase, estimula a interao aluno-aluno, atribuindo-lhes a responsabilidade de validar/rejeitar as conjeturas apresentadas, o professor de 2. Ciclo centra em si toda esta fase, assumindo a responsabilidade de corrigir as ideias apresentadas. O desenvolvimento de tarefas de investigao influenciado pelo conhecimento didtico, revelando-se determinantes o conhecimento dos alunos e da forma como aprendem e o conhecimento do processo instrucional. O desenvolvimento de tarefas de investigao influencia vrias componentes do conhecimento didtico do professor, permitindo-lhe fortalecer o seu conhecimento matemtico, desenvolver um conhecimento mais completo dos alunos e da forma como aprendem. Por ltimo, a prtica letiva com tarefas de investigao fornece ao professor dados importantes de como planificar e conduzir tarefas de natureza aberta, de forma a tirar o mximo partido das suas potencialidades. ABSTRACT: This studys aim is to contribute to the understanding of the professional knowledge of the Maths teacher, involved in the development of investigative tasks in the classroom, focusing four guiding questions: (i) how do teachers give practical way to the investigative tasks, having in mind the lesson plans and lesson execution? (ii) Which difficulties do the teachers face when developing the investigative tasks in the classroom? (iii) How does the teachers' didactical knowledge influence the development of the investigative tasks? (iv) How is the teachers' didactical knowledge influenced by the development of the investigative tasks? The theorical framework is based on two broad themes of the study: teacher's professional knowledge (discussing its nature, structure and contents) and the investigative tasks (whose nature and use in the classroom is deepened). Besides, empirical research in what concerns to the professional knowledge of the teacher involved in the development of investigative tasks is also added. The study assumed an interpretative approach, materialised through two case studies, one of a primary school teacher, the other of a preparatory school Maths teacher. The teachers worked in cooperation with the researcher on the investigative tasks, which, until then, they weren't familiar with, planning, teaching and thinking about a set of lessons with tasks of this kind. Data were collected during the work meetings, as well as in the lessons and also in interviews to each one of the teachers. A transversal appreciation of the cases allows us to draw some conclusions. The possibility of integrating the programmatic contents seems to be the main criteria for the selection of the tasks by the teachers. ln the planning, the main priority of the task is the inventory of contents, aiming to reduce the level of uncertainty in what concerns to eventual reactions of the students. ln what concerns to the conduction of the investigative tasks, the introduction phase was the shortest, fulfilling the aim of leading to the understanding of the proposal of the task by the students and also to reinforce some methodological aspects of the investigative work. The task's development phase was the one the preparatory school teacher dedicated more importance, though it was also valued by the primary school teacher. ln this aspect, the teachers consider that their role is to follow and lead the students work, helping them to overtake eventual obstacles, keeping the questioning attitude. ln what concerns the discussion phase, the big concern of the teachers is to reassure the understanding of the ideas presented by the students. However, there are two different strategies: while the primary school teacher, who really valued this phase, stimulates the student-student interaction, giving them the responsibility of validating/rejecting the presented conjectures; the preparatory school teacher centers around himself all this phase, assuming the responsibilities of correcting the presented ideas. The development of the investigative tasks is influenced by the didactical knowledge, and it is determinant the knowledge about the students and about the way they learn and the instructional knowledge. The development of the investigative tasks influences several components of the didactical knowledge of the teacher, allowing him/her to reinforce his mathematical knowledge, developing a more complete knowledge about the students and the way they learn. Finally, the lessons execution with investigative tasks provides the teacher with important data about how to plan and conduct open nature tasks, in order to take the biggest advantage of their potential.
Resumo:
O presente estudo investigou se as dificuldades das crianas dislxicas na leitura esto relacionadas com dfices no processamento da orientao de estmulos visuais. A amostra foi constituda por 12 crianas dislxicas no final do 4. ano, e dois grupos de controlo: 12 crianas de final de 4. ano emparelhadas em idade cronolgica e 11 crianas de final de 2. ano emparelhadas em idade de leitura. As crianas realizaram duas tarefas experimentais igual-diferente onde tinham que assinalar letras ou figuras que tivessem a mesma forma, na tarefa de orientao independente, ou a mesma forma e a mesma orientao, na tarefa de orientao dependente. As crianas dislxicas tiveram dificuldade em identificar como diferentes, pares de letras ou figuras espelhadas, tal como as crianas mais novas, o que no aconteceu com as crianas com a mesma idade cronolgica. Os resultados sugerem que as crianas dislxicas tm dificuldade com a orientao quando necessrio esta ser tida em conta; Establishment of the suppression of perceptual invariance mechanism in dyslexic children: an experimental study with children of the 1st cycle of Basic Education Abstract: This study investigated if the difficulties of dyslexic children in reading are related to deficits in processing the orientation of visual stimuli. The sample included 12 dyslexic children at the end of the 4th grade, and two control groups: 12 children also at the end of the 4th grade, matched on chronological age, and 11 children at the end of 2nd grade matched on reading age. The children performed two same-different experimental tasks which required them to identify the letters or figures that had the same shape - independent orientation task - or the same shape and the same orientation - dependent orientation task. Dyslexic children performed worse than chronological controls and similar to younger children when they were required to explicitly identify as different pairs of mirrored letters or figures. The present data suggests that dyslexic children may have some deficit in processing the orientation of visual stimuli.
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Numa poca em que nos regemos, cada vez mais, pela Cincia e Tecnologia fundamental que os cidados estejam devidamente informados, exercendo uma cidadania plena, tomando decises fundamentadas e intervindo na sociedade. Para viabilizar estes intentos, importante que a educao cientfica se inicie nas escolas o mais cedo possvel, para a edificao de futuros cidados cientificamente literatos. Apesar das dificuldades manifestadas pelos professores na implementao do ensino das Cincias nas escolas do 1. Ciclo do Ensino Básico (1. CEB), so vrias as potencialidades que tm vindo a ser atribudas a este campo curricular. Com este estudo pretendeu-se descrever e interpretar as concees de ensino e aprendizagem de professores do 1. CEB, no contexto do Programa de Formao em Ensino Experimental das Cincias (PFEEC), bem como averiguar como implementam as atividades prticas de ndole experimental e investigativo em sala de aula, e quais as dificuldades sentidas durante a sua realizao. Para atingir estas finalidades, utilizou-se uma abordagem metodolgica de orientao interpretativa, de base naturalista, recorrendo-se ao mtodo de estudo de casos mltiplos, fazendo-se uso de distintos instrumentos de recolha de dados: observao naturalista, entrevistas, notas de campo e documentos escritos. Participaram neste estudo trs professoras do 1. CEB, pertencentes a duas escolas do concelho de Faro. Os resultados evidenciaram que a maioria das concees das professoras relativamente s categorias edificadas foram modificadas aps a frequncia do PFEEC. Contudo, outras aparentam estar fortemente enraizadas. Estas mudanas que ocorreram parecem estar relacionadas com a modificao das aes, atitudes e sentimentos das professoras que se coadunaram com a metodologia de trabalho defendida pelo PFEEC, culminando na modificao das suas prticas letivas. Durante a planificao e implementao das atividades as professoras manifestaram algumas dificuldades e constrangimentos. Todavia, no decorrer do PFEEC, estes obstculos foram sendo minimizados; IMPACT OF A TRAINING PROGRAMME ON THE CONCEPTIONS AND PRACTICES OF PRIMARY SCHOOL TEACHERS ABSTRACT: In an era in which we are governed, more and more, by Science and Technology, it is fundamental that citizens are properly informed; exercising full citizenship; making fundamental decisions and intervening in society. To enable these intentions, it is important that scientific education takes place in schools as soon as possible, so as to edify future scientifically literate citizens. Despite the teachers' difficulties in implementing Science teaching in Primary Schools, there are many potentialities that have come to be attributed to this curricular field. This study is intended to describe and interpret science learning and teaching conceptions of the Primary School teachers, in the context of the Training Programme in Experimental Science Teaching (PFEEC), as well as determine how they implement the experimental science and inquiry based learning activities in the classroom, and take into account what experienced difficulties occur during their execution. To reach these goals, a methodological approach of interpretive orientation, on a naturalistic basis, using a method of multiple case study, by means of distinct data collection tools was used: naturalistic observation, interviews, field research notes and written documents. Three Primary School teachers of the municipality of Faro took part in this study. The results showed that the majority of the teachers' conceptions in relation to the edified categories were modified after the attendance of the PFEEC. However, others seem to be deeply rooted. These changes that occurred seem to be related to the modification of actions, attitudes and feelings of the teachers who complied with the work methodology defended by the PFEEC, culminating in the modification of their session practices. During the planning and implementation of the activities, the teachers showed some difficulties and constraints. Nevertheless, during the PFEEC, these obstacles were minimized.
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O presente Relatrio de Estgio de Prtica de Ensino Supervisionada em Educao Pr-escolar e 1. Ciclo do Ensino Básico foi realizado no mbito do Mestrado em Educao Pr-escolar e Ensino do 1. Ciclo do Ensino Básico, da Universidade de vora, tendo por base as unidades curriculares de Prtica de Ensino Supervisionada em Educao Pr-escolar e em 1. Ciclo do Ensino Básico. Ao longo das respetivas prticas foi desenvolvido o tema Educao Literria: A Literatura para a infncia e as expresses artsticas, assente na metodologia da investigao-ao e teve como principal objetivo promover nas crianas a educao literria e a sua relao com as expresses artsticas. Deste modo, este documento encontra-se organizado em cinco captulos: o primeiro captulo inclui todo o enquadramento conceptual que suporta a temtica investigada; o segundo captulo refere-se conceo da ao educativa em Pr-escolar e 1. Ciclo do Ensino Básico; o terceiro captulo considera a metodologia utilizada na investigao-ao; o quarto captulo remete para a interveno nos respetivos contextos; o quinto captulo diz respeito ao trabalho de projeto de cariz literrio, desenvolvido em ambos os contextos; concluindo com as respetivas consideraes finais; Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education: Literacy Education- Childrens Literature and Artistic Expressions Abstract: This Internship Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education was carried out within the framework of the Master's Degree in Pre-school Education and the 1st Cycle of Primary Education, at the University of vora, based on the courses units of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education During the respective practices it was developed the theme of Literary Education: Children's literature and the artistic expressions, based on the research-action methodology and had as a main objective the promotion of literary education in children and their relationship with the artistic expressions. Thus far, this document is organized into five chapters: the first chapter includes all the conceptual framework that supports the thematic investigated; the second chapter refers to the conception of educational activity in Pre-school Education and the 1st Cycle of Primary Education; the third chapter considers the methodology used in the research-action; the fourth chapter refers to the intervention in the respective contexts; the fifth chapter concerns the work project of literary nature , developed in both contexts; concluding with the final considerations.
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O presente relatrio da Prtica de Ensino Supervisionada (PES) resulta da observao e participao no contexto da PES em Educao Pr-Escolar realizado em Florianpolis, Santa Catarina (Brasil), atravs do programa Luso-Brasileiro, no Ncleo de Educao Infantil Colnia Z-11 e da PES em 1 Ciclo do Ensino Básico na Escola EB1 da Quinta da Vista Alegre, pertencente ao Agrupamento Manuel Ferreira Patrcio de vora. O relatrio centra-se no meu percurso e aprendizagens como futura educadora/professora: ir aprendendo a profisso em contexto, indo ao encontro de quem somos e em quem nos vamos tornando, dando enfase ao papel das crianas nos processos de aprendizagem que experimentmos. Na conceo da ao educativa, tornada prtica pedaggica em contexto, a avaliao, formativa e transformadora, assim como a reflexo acerca da prtica foram fundamentais para o melhoramento da interveno e, por tal, influncias positivas na aprendizagem das crianas e na minha aprendizagem profissional. A problemtica deste relatrio teve como base o querer compreender relaes entre uma reflexo sistemtica, por escrito, sobre o desenvolvimento do meu projeto de formao em contexto, considerando que a avaliao formativa deveria nortear e monitorizar o nosso trabalho, as relaes e aprendizagens, na ao docente que ia desenvolvendo, quer em Educao Pr-Escolar quer no 1 Ciclo. Neste percurso, entrelaando a ao e a investigao, procurei respostas para as seguintes questes: o que sabia acerca da docncia que se pauta por uma avaliao formativa e formadora no trabalho com crianas? O que fiz para aprendermos em conjunto, tendo em conta uma funo reguladora que a avaliao poderia tomar? Como o fiz? Em que momentos e com quem? Para qu, com que finalidade? O que aprendi no decorrer deste processo de aprendizagem profissional, onde a investigao-ao teve um papel relevante?; Supervised Teaching Practices Report to obtain a Masters Degree in Preschool and Primary school: Abstract: The present report of Supervised Teaching Practice (STP) is a result of the observation and participation in context of STP in pre-school that took place in Florianpolis, Santa Catarina (Brazil), through the Luso-Brazilian program, in Ncleo de Educao Infantil Colnia Z-11 and through STP in Primary School of Ensino Básico in Escola EB1 da Quinta da Vista Alegre, which belongs to the Manuel Ferreira de vora Group. The report focuses on my journey and learnings as a future teacher: learning the profession in its actual context, trying to find who we are and what we can become, and emphasizing the childrens role in these learning processes. In the conception of the education activities, which became possible by pedagogical practice in context, the evaluation, formative and transformative, as well as the reflection about the practice were vital to improve the intervention and, consequently, to have a positive influence in the childrens learning process and in my own professional experience. The main focus of this report is to understand the relation between a systematic reflection, in writing, about the development of my teaching in context project, considering that the formative evaluation should guide and monitor our work, the relationships and learnings, in the educational process that I developed, either in pre-school or primary school. In this journey, by combining action and investigation, the main intention was to answer the following questions: What did I know about teaching characterized by a formative assessment when working with children? What did I do so we could learn together, bearing in mind a regulative function that evaluation could take? How did I do it? In what moments and whom with? What for, and what was the purpose? What did I learn throughout this professional learning process, where the investigation-action played a major role?
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O presente relatrio surgiu da nossa investigao e da nossa praxis tanto no contexto da Prtica de Ensino Supervisionada em Educao Pr-Escolar, como em Ensino do 1 Ciclo do Ensino Básico, em instituies da cidade de vora. O principal objetivo foi compreender a finalidade e funcionalidade atribuda pelas crianas aprendizagem da leitura e da escrita. Neste sentido, foi construdo um referencial terico que sustentou todo o processo de investigao. Desta forma, considero fundamental, contextualizar de forma breve, os ambientes educativos e a conceo da ao educativa que regeu a minha prtica. O presente relatrio foi construdo com base na investigao-ao, levando assim, utilizao de algumas tcnicas e instrumentos de recolha de dados, de forma a atingir os objetivos propostos. Ao longo da investigao procurei promover o desenvolvimento da leitura e da escrita, por parte das crianas, no contexto educativo, bem como, promover uma explorao da lngua portuguesa articulada com os diversos domnios curriculares. Os resultados que surgiram deste trabalho veem evidenciar que as crianas j apresentam diversos conhecimentos acerca do que a leitura e a escrita, bem como a sua funcionalidade. Por outro lado, notria a separao entre a educao pr-escolar e o 1 Ciclo do Ensino Básico, no sentido em que, no primeiro contexto, as crianas apresentam um papel central na aprendizagem, pois tudo realizado com base nos seus interesses e necessidades, ao passo que, no segundo contexto, as atividades so planeadas para as crianas, mas elas no so participantes nesses processos. Assim, este relatrio encontra-se organizado em quatro captulos. O primeiro captulo refere-se fundamentao terica que sustenta a investigao do tema. O segundo captulo encontra-se relacionado com a conceo da ao educativa, na qual so apresentados os contextos onde desenvolvi a minha prtica. No terceiro captulo encontra-se a metodologia aplicada ao longo da PES, tendo por base a questo do educador/professor-investigador, bem como a anlise, interpretao dos dados obtidos atravs da entrevista individual semiestruturada e respetivas concluses. Por fim, no quarto captulo tecerei implicaes e investigaes futuras acerca do estudo realizado; Supervised Teaching Practice in Pre-School Education and Teaching of the 1st Basic Education: Learning reading and writing in early childhood (from 3 to 10 years old) Abstract: This report emerged from our research and our praxis both in the context of Supervised Teaching Practice in Pre-School Education, as in teaching of the 1st Cycle of Basic Education in some institutions of the city of vora. The main objective was to understand the purpose and function assigned by the learners to reading and writing. In this sense, a theoretical framework was created which underpinned the whole process of investigation. In this way, I consider fundamental to contextualize briefly the educational environments and the design of the educational action that conducted my practice. This report was built on the basis of researchaction leading to the use of some techniques and tools for data collection in order to achieve the proposed objectives. Throughout the investigation I tried to promote the development of reading and writing by children in the educational context, as well as to promote an exploration of the Portuguese language in conjunction with the diverse curricular areas. The results that have emerged from this work prove that children have already a wide knowledge about what reading and writing are as well as its functionality. On the other hand, it is evident the separation of pre-school education from the first cycle of basic education in the sense that, in the first context, the children have a central role in learning, because everything is done based on their interests and needs, while in the second context activities are planned for the children, but they do not participate in those processes. Thus, this report is organized into four chapters. The first chapter refers to the theoretical background that supports research on the theme. The second chapter is related to the design of educational activity, which presents the contexts where I developed my practice. The third chapter presents the methodology applied along the PES based on the issue of educator/teacher-researcher, as well as the analysis, interpretation of data obtained through the individual semi-structured interview and the corresponding conclusions. Finally, in the fourth chapter I will discuss the implications and the future investigations about the study performed.
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O presente relatrio de estgio desenvolveu-se no mbito da unidade curricular de Prtica de Ensino Supervisionada, tendo por finalidade a obteno de grau de mestre em Educao Pr-Escolar e Ensino do 1 Ciclo do Ensino Básico. Corresponde descrio e anlise de um trabalho desenvolvido em dois contextos, jardim-de-infncia e 1 ciclo, inseridos num meio urbano, com grupos de crianas de trs, quatro, cinco e seis anos e de seis e sete anos (respetivamente). Este trabalho procurou compreender de que forma ocorriam as conexes entre a vida na escola e na famlia em contexto. Comeando por compreender como poderiam ser promovidas e ampliadas as relaes entre ambos, de forma a envolver os familiares nas aprendizagens das crianas. No entanto criando sempre um espao de troca de aprendizagens onde as diferenas sejam valorizadas. O enquadramento terico foi construdo de forma focada em trs reas de pesquisa: as conexes entre a escola e a famlia, e sua relevncia; as tipologias de relao escola-famlia; e os problemas e estratgias de interveno no mbito da relao escola-famlia. Este relatrio foi sustentado na metodologia de investigao-ao, utilizando diferentes instrumentos de recolha de dados de modo a responder s questes e objetivos propostos: observaes, notas de campo e reflexes; reviso de literatura e questionrio. Os resultados que emergiram deste relatrio, sustentados nos instrumentos de recolha de dados, realam a importncia das conexes entre a vida na escola e na famlia. Apesar da existncia de alguns obstculos nesta relao, torna-se necessrio encontrar estratgias que os eliminem por forma a compreender ambas as partes e um melhor rendimento escolar das crianas; Supervised Teaching Practice in Preschool and Primary Education : Life at School and in the Family, which connections? Abstract: This is an action-reseach project research developed within the Supervised Teaching Practice, part of the master in Preschool Education and Primary Teaching. It entails the description and analysis of the work developed in one pre-school and one and primary school, inserted in an urban environment, with children from three to six and from six to seven years (respectively). This work sought to understand how occurred the connections between life at school and in the family context. Starting to understand how they could be promoted and expanded relations between the two context, in order to involve family members in the learning of children. However creating always a swap space of learning where the differences are valued. The theoretical framework focused on three subjects: the importance of the connections between the school and the family,; the types of school-family relationship; and problems and intervention strategies within the school-family relationship. This report adopted an action research methodology, using different data collection instruments in order to reach the objectives proposed: observations field notes and reflections; literature review and a questionnaire. The results that emerged from this report, supported by data, highlight the importance of the connections between life at school and in the family. Despite some obstacles in this relationship, it is necessary to find strategies to eliminate them in order to understand both parts and a better school performance of children.
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O presente relatrio insere-se no mbito das unidades curriculares de Prtica de Ensino Supervisionada em Pr-Escolar e em 1 Ciclo do Ensino Básico, inseridas no Mestrado em Educao Pr-Escolar e Ensino do 1 Ciclo do Ensino Básico da Universidade de vora. A investigao traduzida neste relatrio decorreu nos dois contextos acima referidos, sendo primeiramente realizada no contexto de Educao Pr-Escolar e seguidamente no contexto de 1 Ciclo do Ensino Básico. O principal objetivo da investigao centra-se no desenvolvimento das capacidades de resolver problemas em matemtica, tanto em crianas mais pequenas, como mais tarde no incio da escolaridade obrigatria. Surgiu assim a questo orientadora da investigao: Que prticas devo realizar para contribuir para que as/os crianas/alunos consigam tornar-se bons resolvedores de problemas? Seguiram-se a esta outras trs questes no sentido auxiliar a investigao: Como lidam as/os crianas/alunos com a resoluo de problemas? Que estratgias utilizam as/os crianas/alunos para resolver problemas? Que representaes usam as/os crianas/alunos na resoluo de problemas? No desenvolvimento da investigao foi realizada uma sequncia didtica de tarefas matemticas de explorao de resoluo de problemas onde foram recolhidos os dados para uma posterior anlise, tendo em conta no s os objetivos da investigao como os referenciais tericos. Concluiu-se que a metodologia utilizada desenvolveu a capacidade de resolver problemas dos estudantes, ou seja, a explorao de problemas utilizando diferentes estratgias e representaes, tal como a partilha de conhecimentos e a comunicao matemtica, so ferramentas essenciais para uma interveno eficaz no que concerne resoluo de problemas; Supervised Teaching Practice in Preschool Education and Teaching of the Primary School: Developing the capacities to solve problems in mathematics Abstract: The present report is inserted in the context of the curricular unit Supervised Teaching Practice in Preschool Education and in Primary School, integrated in Master in Preschool Education and Teaching Primary School at University of vora. This research was held in two different contexts, the first one was performed in a pre-school classroom, and later the second one in classroom of first year of Primary School. The main objective of the research was focused on the development of the capacities to solve mathematical problems either in small children, or later in the beginning of compulsory schooling. As so, the question guiding this investigation emerged: Which practices should I perform to help children/students become better problem solvers? After this, other three questions came up in order to help the research: How do children/students deal with solving problems? What strategies do children/students use to solve problems? What representations do children/students use to solve problems? Throughout this research a didactic intervention consisting in a sequence of mathematical tasks to explore the resolution of problems was performed, allowing data collection for a latter analysis, based not only on the objectives and initial research questions, but also on theoretical approaches consulted. We came to the conclusion that the ability of students to solve problems was improved with the methodology used in this research, meaning that, challenging students with problems using different strategies and representations, such as knowledge sharing and mathematical communication, are essential tools for effective intervention concerning problem solving.
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O presente relatrio desenvolve-se no mbito da unidade curricular de Prtica de Ensino Supervisionada para obter o grau mestre em Educao Pr-escolar e Ensino do 1 Ciclo do Ensino Básico apresentando o trabalho de investigao-ao desenvolvido em contexto de Jardim de Infncia e 1 Ciclo do Ensino Básico focalizado na articulao integrada do saber. Elegeram-se como objetivos deste trabalho compreender a natureza das aprendizagens nas primeiras idades, promovendo a construo articulada do saber evitando a sua disciplinarizao, utilizando diversas linguagens e implementar a metodologia de projeto no trabalho curricular. O enquadramento terico procura aprofundar conceitos de interdisciplinaridade e construo articulada do saber nos processos de aprendizagem e o trabalho de projeto enquanto matriz de construo de conhecimento. Sustentado na metodologia de investigaoao utilizaram-se diversos instrumentos de recolha e anlise de dados como a observao, registo de notas de campo e entrevistas s crianas permitindo responder aos objetivos delineados. Este trabalho permitiu compreender a necessidade da construo articulada das aprendizagens para promover aprendizagens significativas; Supervised teaching Practice in Pre-school and Primary Education: Integrated Knowledge Construction Abstract: This is the report of the action-research project developed in the context of a Pre-school and a Primary School focused on the integration of knowledge, part of the curricular unit Supervised Teaching Practice of the Master in Pre-school Education and Teaching in Basic Education (1st cycle). The objectives of this work are: to understand the nature of learning in the early ages through not only promoting the construction of an articulated knowledge while avoiding its disciplinarization, but also using several languages and implement the project methodology in curricular work. The theoretical framework seeks to explore the concepts of interdisciplinarity and the integration of knowledges construction in the processes of learning as the projects work as a basic framework of knowledge construction. Adopting an action-research methodology, several instruments were used for data collection and analysis, such as observation, field notes and interviews to children, allowing to reach the stipulated objectives. This study provided the understanding of the need for the learnings articulated creation to promote relevant learning.
