Relatório do estágio de educação física realizado na Escola Básica dos 2º e 3º Ciclos dos Louros

O presente relatório pretende expor o trabalho efectuado ao longo do nosso estágio pedagógico, que se desenvolveu na Escola Básica dos 2º e 3º ciclos dos Louros, no ano lectivo de 2010/2011. O núcleo de estágio da respectiva instituição educativa foi constituído por três alunos, finalistas do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário, tendo um Orientador Pedagógico e um Orientador Científico, que acompanharam todo o trabalho realizado ao longo do ano lectivo, procurando sempre potenciar o nosso desenvolvimento contínuo e integral. Através deste relatório final, iremos apresentar as diversas tarefas que realizámos neste ano lectivo, e que se encontram definidas nas linhas programáticas do estágio pedagógico. Todas estas tarefas contribuíram para a nossa formação como futuros docentes, e o conjunto de competências que adquirimos com essas tarefas serão expressas no decorrer do relatório. Também iremos referir o conjunto de mais-valias e dificuldades que encontrámos no estágio, visto que consideramos que esta análise deve ser feita, pois contribui para a nossa evolução pedagógica. Por fim, sugerimos algumas recomendações, que tenham o intuito de melhorar futuramente a nossa actuação como docentes. As diferentes actividades desenvolvidas no estágio pedagógico serão abordadas neste documento da seguinte forma: Caracterização da Escola; Prática Lectiva (Gestão do processo Ensino-Aprendizagem e Assistência a Aulas); Actividade de Intervenção na Comunidade Escolar; Actividades de Integração no Meio (Caracterização das Turmas, Estudo de Caso e Acção de Extensão Curricular); e Actividades de Natureza Científico-Pedagógica (Individual e Colectiva). Deve ser referido que estas actividades não devem ser vistas de uma forma isolada, mas sim como os meios para atingir uma determinada finalidade, que neste caso foi a nossa formação e evolução como futuros docentes da disciplina de Educação Física.

Relatório do estágio de educação física realizado na Escola Básica dos 2º e 3º Ciclos dos Louros

O estágio pedagógico assume-se como uma etapa fundamental no processo de formação de docentes, na medida em que representa a transição e aproximação à realidade escolar. O presente relatório pretende descrever e documentar todos os procedimentos adoptados, descrevendo, de forma reflexiva, as opções tomadas no estágio pedagógico realizado na Escola Básica dos 2º e 3º Ciclos dos Louros, no ano lectivo de 2010/2011. O grupo de estágio foi composto por três estagiários, uma orientadora pedagógica e dois orientadores científicos. Este grupo desenvolveu o trabalho relacionado com a prática lectiva com duas turmas dos cursos de educação e formação. A estrutura deste trabalho segue, de uma forma geral, a organização das tarefas que realizamos no estágio pedagógico, desdobrando cada capítulo em subpontos referentes a componentes específicas de cada actividade. Desta forma, foi realizada uma caracterização da instituição educativa. Esta ajudou-nos na nossa integração escolar, influenciando as restantes opções do estágio pedagógico, na medida em que nos permitiu compreender os objectivos da instituição e efectuar um planeamento adequado ao contexto onde estávamos inseridos. As restantes actividades desenvolvidas foram a prática lectiva, as actividades de intervenção na comunidade escolar que se denominou “Louros tradicionais”, as actividades de integração no meio, a acção de extensão curricular, denominada “Aprenderinteragindo”, e as actividades de natureza científico-pedagógicas (colectiva e individual) que se encontram igualmente expostas de forma reflexiva no presente relatório. Assim, todo o trabalho referido procura expor, de forma clara, uma lógica de encadeamento de intencionalidades em todas as actividades realizadas, para que o leitor não interprete o presente relatório como uma mera soma de diversas actividades, pelo contrário, que consiga compreender a globalidade do trabalho desenvolvido que se estendeu por vários níveis de intervenção.

O programa de integração e formação como meio de inclusão social e inovação pedagógica: um olhar etnográfico

Esta investigação inserida no mestrado em Ciências da Educação- Inovação Pedagógica tem como objetivo conhecer a cultura escolar, designadamente, as práticas pedagógicas no âmbito do programa, Plano Integrado de Educação e Formação (PIEF), num estabelecimento de ensino do Funchal. A procura de uma eventual mudança de paradigma, assim como, de inovação pedagógica, poderá comprovar e reforçar a necessidade de alterar os trilhos que levam a Escola atual a afastar-se do lugar-comum. Nesta perspetiva, o rumo a seguir passará pela Mudança, podendo o foco da mesma estar numa pequena comunidade (cultura) ou num programa, cujo estudo particular permitirá conhecer como atuam os seus agentes de aprendizagem. O desafio central da investigação emana da seguinte questão: Será o PIEF um meio de inclusão e, em simultâneo, de inovação pedagógica? Com vista a evidenciar a pertinência desta questão, foram desenvolvidos conceitos temas e abordadas teorias de aprendizagem contemporâneas que ao se concretizarem como suporte teórico de fundamentação, contextualizam o estudo e constituem a base de orientação para o trabalho de investigação no campo. A metodologia de investigação privilegiada apresenta um carácter etnográfico, uma vez que particulariza o conhecimento dos fenómenos sociais, a microanálise e a visão holística sobre a comunidade local. A definição do seu foco associado a um programa e a sua delimitação no tempo e no espaço classifica-o de estudo de caso etnográfico. O objetivo final será compreender e analisar a cultura da Escola Vila Mar através da observação participante e das narrativas dos seus intervenientes, de modo a aferir da veracidade ou logro da questão basilar. A necessidade de implementação do programa PIEF nesta escola foi a resposta encontrada face à inadequação do currículo nacional, no entanto, não se verificou no seu estudo o ímpeto suficiente para criar a metamorfose necessária.

Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon

Da representação social do ser professor da EJA à descoberta de seu aluno como referente

Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching

A recepção da criança com deficiência intelectual ao texto literário na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

Os currículos praticados no cotidiano da EJA: regulações e emancipações na Escola Centro Educacional Dr. Pedro Amorim

This research has as its object of study practiced in the daily curriculum of Youth and Adults in their midst and considered discussion of the concepts of knowledge as regulation and emancipation. The camp of our research relates to the knowing / doing the teachers of this modality of education, in the Escola Centro Educacional Dr. Amorim-CEPA, the city of Assú/RN and is articulated to the emerging desire to understand how cooperating teachers have thought, organized and practiced the curriculum in order to consider the many complex situations that are present in everyday school life. Our tour was guided by the need to study the relationship between the regulated curriculum and practiced in everyday adult education, as well as to understand, from the knowing / doing of the teachers, the conceptions that guide their teaching practices and, therefore, reflect on this Reality curriculum in order to better signify then. In this sense, we turn to the fundamentals of qualitative research, adopting the procedures of documentary research, participant observation and semi-structured interview, which allowed us to enter a universe of complex dimensions, senses, and that add significant difference, because the forms of use of various practitioners are and unique, in that enroll in school life and define their brand identities. The predominance of a traditional teaching practice nature by a process of training and teaching experience, the lines of flight, volatilities and inventiveness promoted by the circumstances of everyday life are some of the conclusions we draw from the data collected. This reality, we infer that the practice of teachers varies between regulation and emancipation, being this time, many challenges to be faced, namely the process of continuing education, the conceptual understanding of the subject curriculum and the existence of relational different knowing / doing produced, used and created in/from the school routine of Youth and Adults

O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leonísia, located in the Agrarian Reform Settlement Serra Nova, city of Florânia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory

Trilhas da inclusão escolar percorridas por uma aluna com paralisia cerebral na EJA: concepções e práticas

On this qualitative study, it has been discussed the school inclusion paths done by a student with cerebral palsy, who we call Liz, and who was also the reference and indirect subject for this study. For the representation of landscapes found, it follows throughout historical, political and pedagogical paths, getting through the case study method references on the current Brazilian educational context, analyzing, which concepts are attributed to the inclusion and which practices are developed by educational managers and teachers in a regular school of the City of Natal/RN. The theory which based this research is supported on Vygotsky's central ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to this investigative journey a literature which could dialogue with the most relevant aspects of the cultural-historical approach, emphasizing the assumptions of a progressive education tendency, which promotes the subject involvement of his/her work in the world and for the world. This way, it was necessary to seek for theoretical support on assistive technology and on alternative communication, in order to show the importance of establishing other communications, which is, to break away from the conventional pattern established by the school. On this journey it was used procedures for the data construction, such as: observation, conducting semistructured interviews and questionnaires; and document analysis that supported and legitimized the inclusion, besides the permanent field diaries record. On the access paths to this landscape it entered in the Youth and Adults Education (Educação de Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult Education and Special Education. It was verified that, still, there are large gaps in these policies articulation. Among the results obtained it was raised discussions on new scenery, in which Youth and Adults Education (EJA) emerges as prominent mode of the established relationships throughout the school inclusion process. There were target reflections on: the planning and evaluation systematic, the pedagogical articulation among the Youth and Adults Education (EJA) teachers and the multifunctional resource room teacher's actions and the continuous training importance of the educators involved. It was considered, therefore, that the necessary mediations for school inclusion may be sustained if the walkers are involved in a permanent contact with the nature of a proposal from the Special Education inclusive perspective