A (DES)CONSTRUÇÃO DO ENSINO PROFISSIONALIZANTE NAS ESCOLAS TÉCNICAS DO ESTADO DE SÃO PAULO A PARTIR DA LDB E DECRETO-LEI 2208/97.

Este Trabalho tem a finalidade de estudar e apontar as mudanças ocorridas no currículo e na estrutura dos cursos modulares ofertados pelo Centro Paula Souza, então autarquia da Secretaria de Administração do Estado de São Paulo, analisando os enfoques pedagógicos e profissionalizantes, a partir da promulgação da Lei de Diretrizes e Bases da Educação Nacional (1.996) e Decreto-Lei 2208/97. A pesquisa de campo desenvolvida neste Trabalho deu subsídios para se traçar um paralelo da prática docente e da concepção docente antes e depois de 1.996, na visão dos professores que atuam no ensino técnico e que vivenciaram, de alguma maneira, o período estudado.

Identidades coletivas de estudiosos da linguagem no currículo lattes: docência, pertença social e capital cultural-acadêmico

The discussion involving the identity of social actors has taken place for some years, however, it has become significant for the discourse studies over the last years due to the fragmentation of postmodern actors. Understanding the identity as a symbolic concept that can aid in the detection of certain realities - a kind of mechanism / a magnifying glass (MERLUCCI, 1985) - you can check the linguistic materiality of the introductory text of the lattes resume as a adequate place for the formation of collective identities . The aim of this dissertation is to reflect, in a time of postmodernity, through the lattes introductory curriculum texts, the collective identities of the language researchers are portrayed in discursive and social practices based on the accumulation of cultural and academic capital. For analysis, surrounding the indisciplinary posture in Applied Linguistics (MOITA-LOPES, 2006), the descriptive / interpretive methodology was used (MAGALHÃES, 2001). Whereas the study method and the social theory, as state reasons of the research makes use of the Sociological Approach and Communicational Discourse, chain linked to the assumptions of Critical Discourse Analysis (PEDROSA, 2012a). The corpus is constituted of twenty-seven introductory texts from the lattes curriculum of language researchers, connected to three institutions of higher learning in Sergipe. After the collection, on the lattes platform, and the numbering of the curriculum in order to achieve the research objective, we performed the analysis based on three identity themes: teaching, social belonging (BAJOIT, 2006; DESCHAMPS; MOLINER, 2009) and the accumulation of academic-cultural capital (BOURDIEU, 2004; HEY, 2008). The data show that the texts of the lattes curriculum are based on hegemonic and ideological principals, referring to the accumulation of academic assets, the valuation of actors and the hierarchical positions, recognized and ratified by couples who socialize among themselves Right now, the research allows us to infer that, in postmodernity, some collective identity assumptions, contribute to the understanding of the academic reality, around the the lattes curriculum.

Integração de projetos no ensino através de BIM: uma abordagem dos cursos de arquitetura e urbanismo da UFRN e da UFPB

The integration between architectural design and structur al systems consi sts, in academic education, one of the main challenges to the architectural design education . Recent studies point to the relevance of the use of computational tools in academic settings as an important strategy for such integration. Although in recent yea rs teaching experience using BIM (BuildingInformationModeling) may be incorporated by the a rchitecture schools , notes the need for further didactic and pedagogical practices that promote the architectural design and structur al integration teaching. This pa per analyzes experiences developed within the UFRN and UFPB, seeking to identify tools, processes and products used, pointing limitations and potentials in subjects taught in these institutions. The research begins with a literature review on teaching BIM and related aspects to the integration of architectural design and stru c tur e . It has been used as data collection techniques in studio the direct observation, the use of questionnaires and interviews with students and teachers, and mixed method, qualitativ e and quantitative analysis . In UFRN, the scope of the Integrated Workshop as a compulsory subject in the curriculum, favors the integration of disciplines studied here as it allows teachers from different disciplines at the same project studio . Regarding the use of BIM form initial users, BIM modelers, able to extract quantitative and automatically speed up production, gaining in quality in the products, however learn the tool and design in parallel cause some difficulties. UFPB, lack of required courses o n BIM, generates lack of knowledge and confidence in using the tool and processes, by most students. Thus we see the need for greater efforts by school to adopt BIM skills and training. There is a greater need for both BIM concept, in order to promote BIM process and consequent better use of tools, and obsolete avoiding impairment of technology, merely a tool. It is considered the inclusion of specific subjects with more advanced BIM skills, through partnerships with engineering degrees and the promotion of trans disciplinary integration favoring the exchange of different cultures from the academic environment.

Saberes e perspectivas dos docentes em torno do currículo de uma escola pública rural do RN

Este trabajo tiene como objetivo analizar los saberes y las perspectivas docentes en torno al currículum de una escuela pública rural de Enseñanza Fundamental del Río Grande do Norte considerando, sobre todo, los debates sobre la Educación en el Campo en Souza (2006, 2007), Arroyo, Caldart y Molina (2004) y Fernandes (2002, 2004). La propuesta surge como alternativa para la elaboración de proposiciones curriculares para mejorar la calidad de la enseñanza en esas escuelas, según las características específicas de la educación escolar en contexto rural, en la expectativa de que esta sea un elemento para el desarrollo local y global de las comunidades rurales. La fundamentación teórica para responder a la investigación, se respalda en las consideraciones sobre los saberes docentes teniendo en cuenta las lecturas de Gauthier (1998), Tardif (2011), Pimenta (2009), Paulo Freire (1996), Nóvoa (2007, 2008) y las referencias sobre el currículum crítico y postcrítico discutidas en Giroux (1997), Silva (1999), Moreira (2008), Moreira y Candau (2003, 2010), Sacristán (2000) e Sacristán e Gómez (1998). La referencia empírica se constituye de una escuela pública de una comunidad rural en el municipio de São José de Mipibu-RN. Los sujetos sociales de la investigación son cuatro profesores(as) que trabajan en los años iniciales de la Enseñanza Fundamental. Se recurrió a la investigación etnográfica fundamentada en los estudios de Lüdke y André (1986), Sandín Estebán (2010) y Gil (2007), una vez que el análisis del cotidiano escolar, bajo el mirar etnográfico, a través de los procedimientos de la observación participante y de la entrevista semiestructurada, permite el contacto directo del investigador con el ambiente en estudio, registra el no documentado, y percibe la institución escolar como espacio cultural, caracterizando varios grados de acomodación, contestación y resistencia inmersos en una pluralidad de lenguajes y objetivos conflictivos. Las observaciones hechas en la clase y las enseñanzas de los profesores y profesoras permiten comprender que los saberes y perspectivas docentes, a partir de las experiencias del profesorado, lanzan expectativas socioprofesionales sobre la docencia e intensifican el papel fundamental del docente en la construcción de los saberes, de las prácticas y concepciones del mundo rural, de la escuela rural y de la función social de esta. Los hallazgos de la investigación con los profesores sobre el contexto rural apuntan para la necesidad en problematizar verdades socialmente construidas, bajo la orientación de una racionalidad que reconozca el espacio rural como productor de la existencia. A partir de los análisis construidos, se pudo reconocer la necesidad de una política de formación conceptual específica para el profesorado de las escuelas rurales, anclada en el concepto históricocultural del rural. También se reitera la urgencia permanente y continuada en revisar los procesos de formación, vividos en la escuela, que contemplen las peculiaridades de la enseñanza rural, en una visión contrahegemónica del urbanocentrismo, a partir de un análisis crítico sobre el marco legal de la Educación del Campo.

Estratégia de capacitação pedagógica do residente: uma perspectiva para melhoria do ensino na Universidade Federal do Rio Grande do Norte

Studies have shown that resident informally plays the role of teacher. It is estimated that up to 25% of the residents of the time is devoted to teaching, mainly contributing as a facilitator, however, almost the entire medical residency programs in Brazil did not offer teacher training during residency education. This paper aims to introduce educational content initiation to teaching as part of the training of resident physician inserted in residency program of the University Hospital Onofre Lopes (HUOL). It is an exploratory, descriptive and prospective study in HUOL the Federal University of Rio Grande do Norte. Three steps were developed: preparation and planning of a pedagogic course, associated with a motivating technical content (basic and advanced life support); second stage, testing of pedagogical model for medical students; and finally, replication to residents. The interventions were made two practice stations life support with performance evaluation in practical activity through OSPE (Objective Structured Practical Examination). The techniques presented teachings were one-minute preceptor and feedback. Data collection was conducted through a structured evaluation form during the life support stations and at the end of the course, and analyzed using descriptive statistics. The results showed that the feedback and one minute preceptor were considered important for teaching and learning for more than 85% of participants. The feedback from evaluators practices stations added information about the performance and were held appreciatively way, according to 100% of the participants. Positive aspects highlighted by the participants were related to educational content, especially the participants of the first intervention. The time of the lectures of motivating technical content was the most repeated negative. Based on the good acceptance of pedagogical contents, this pioneer teacher training strategy was included in the formal residency program in Cardiology of our institution. It is considered therefore that the educational training model with motivating technical content was feasible and had a good evaluation and acceptance by most participants in both interventions. Thus, we believe that the educational content can be inserted in the formal curriculum of medical residency of other programs at HUOL through the training model developed in this study.

Estratégia de capacitação pedagógica do residente: uma perspectiva para melhoria do ensino na Universidade Federal do Rio Grande do Norte

Studies have shown that resident informally plays the role of teacher. It is estimated that up to 25% of the residents of the time is devoted to teaching, mainly contributing as a facilitator, however, almost the entire medical residency programs in Brazil did not offer teacher training during residency education. This paper aims to introduce educational content initiation to teaching as part of the training of resident physician inserted in residency program of the University Hospital Onofre Lopes (HUOL). It is an exploratory, descriptive and prospective study in HUOL the Federal University of Rio Grande do Norte. Three steps were developed: preparation and planning of a pedagogic course, associated with a motivating technical content (basic and advanced life support); second stage, testing of pedagogical model for medical students; and finally, replication to residents. The interventions were made two practice stations life support with performance evaluation in practical activity through OSPE (Objective Structured Practical Examination). The techniques presented teachings were one-minute preceptor and feedback. Data collection was conducted through a structured evaluation form during the life support stations and at the end of the course, and analyzed using descriptive statistics. The results showed that the feedback and one minute preceptor were considered important for teaching and learning for more than 85% of participants. The feedback from evaluators practices stations added information about the performance and were held appreciatively way, according to 100% of the participants. Positive aspects highlighted by the participants were related to educational content, especially the participants of the first intervention. The time of the lectures of motivating technical content was the most repeated negative. Based on the good acceptance of pedagogical contents, this pioneer teacher training strategy was included in the formal residency program in Cardiology of our institution. It is considered therefore that the educational training model with motivating technical content was feasible and had a good evaluation and acceptance by most participants in both interventions. Thus, we believe that the educational content can be inserted in the formal curriculum of medical residency of other programs at HUOL through the training model developed in this study.

Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

A pedagogia de projetos e o ensino de música na educação básica da cidade de Natal/RN

This research aims to investigate the use of Project based learning as a method for teaching music in Elementary Schools located in Natal, RN. Its main objective is to analyze how this method is used during the classes of music at school context and which are its implications to the process of music learning acquirement. The specific objectives comprise: gathering the music teachers in preschool that work with project based learning as a method for their classes; identifying how the theory meets their practice; and analyzing how project based learning contributes to the learning process of music within schools. The main scholars adopted as theoretical reference were Boutinet (2002), Hernández (1998; 200), Antunes (2001), Cavalcante (2009), from Education area; and Penna (2008), Fonterrada (2008), Queiroz (2012), regarding Musical Education. Such choice was made in views of identifying the relationship and how project based pedagogy associates to the current Brazil school curriculum. For data collection, mixed methodological strategies were used, of qualitative and quantitative approaches that are complementary for better meeting the research needs. By applying a questionnaire, it was sought to identify the music schools and teachers who reported working with project based learning. Based on these results were selected two schools, one private school and one public school to perform a participant observation in two groups following the development of music classes based on project based learning, and the information were recorded in a diary of audio and video recordings. The results of this work show that the Project Education is a methodology frequently used by music teachers from Natal/ RN contributing to the integration of content and subjects and engages students in activities awakening interest and contributing to the development of music education at school. However, it was identified that many of the conceptions of the teachers about projects are confused by ambiguities from the use of the term in different areas and in various theoretical perspectives as well as the lack of publications that address the music education through the project based learning. It is hoped that this study provides discussions and research about the project based learning applied to music education in elementary school.

SABERES DOCENTES DOS PROFESSORES QUE ATUAM NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

O estudo busca conhecer o trabalho desenvolvido por professores de diferentes componentes curriculares dos anos finais do Ensino Fundamental da rede pública de ensino da cidade de São Paulo de modo a identificar e compreender suas percepções a respeito dos saberes docentes no contexto do processo ensino e aprendizagem. Assim discute-se os saberes que os professores adquirem e/ou reelaboram na prática pedagógica e que são por eles vistos como possibilidades de mudanças no processo ensino e aprendizagem que contemple um ensino de qualidade. O referencial adotado pauta-se em estudos sobre saberes docentes e sua prática, o conhecimento sobre os processos de ensino e aprendizagem e a formação dos professores que atuam nos anos finais do Ensino de Fundamental, tendo como autores principais, Tardif, Garrido, Gatti e Luckesi. Para tanto, procede-se à análise de documentos oficiais e à aplicação de um questionário a doze professores dos anos finais do Ensino Fundamental com o objetivo de conhecer aspectos da vida profissional, bem como as articulações que eles fazem entre saberes docentes, práticas profissionais e processo ensino e aprendizagem. Os resultados demonstram os saberes desenvolvidos pelos docentes, e as práticas pedagógicas que construíram ao longo de seu exercício profissional frente as dificuldades evidenciadas em alguns grupos de alunos. Por fim, os dados revelam a necessidade de se garantir discussões sobre o currículo das turmas dos anos finais do Ensino Fundamental de forma a se perceber que a evolução que os educadores almejam com todos os envolvidos no processo ensino e aprendizagem se ressignificam na prática do conhecimento.

O ensino de química na educação de jovens e adultos do ensino médio no município de Itumbiara-GO

For this study, a research was conducted in order to answer the question "What chemistry teaching has been developed in the Youth and Adult Education (EJA) ?". The research provides an overview of the object to the proposed changes, leading students to live with different realities and investigating the issue of contextualization based on the daily lives of these students related to the subject of chemistry. The methodology focuses ethnographic research of the case study, in which a case is studied in depth using the participant observation. In the survey data a mixed qualitative and quantitative approach was used. The work involved 6 schools that offer adult education high school; 6 directors of these schools; 6 coordinators who work in adult education; 6 Chemistry teachers and 123 students of the EJA, level high school, enrolled in the 1st, 2nd, 3rd and 4th periods. The first stage of the research consisted of questionnaires in schools where everyone involved responded closed and open questions applied to each specific group. In the second stage two schools were selected in order to conduct a deeper knowledge of adult education through practical activities of Chemistry and subsequent interview conducted in groups with students. Three teachers were also interviewed to enable a deepening of issues relating to EJA and Chemistry Teaching. The interviews were analyzed by the technique of Discursive Textual Analysis (ATD). The main issues addressed in the questionnaires and interviews were on the school structure, reasons that lead students to drop out or remained in adult education and those who make the stay, the view of those involved of the importance of chemistry discipline for students of EJA and how this should be offered. It is necessary that we need to promote changes in the chemistry class and its activities, respecting the experiences and experience already gained by the student during his life story. Another factor to be highlighted is the need for ongoing training of teachers working in adult education. Note that your continued education is given more by the experience and the ways in which they try to overcome adverse situations. The Chemistry subject taught is not agree with the principles of EJA and practiced curriculum is just an adaptation or content reduction from the regular curriculum. The improvement in chemistry teaching of EJA will take place through a dialogue between those involved in the process, clearer educational policies and willingness to implement change. Thus the teaching of chemistry contribute to the students of the EJA are actually scientifically literate and integrated into society.

Gestão curricular e necessidades educativas especiais: adequações curriculares no ensino secundário

A escola inclusiva preconiza o respeito pelas diferenças, pela igualdade de oportunidades e por uma educação de qualidade para todos, inclusive para crianças que apresentam necessidades educativas especiais (NEE).Assim, na busca da equidade educativa, que garanta a igualdade no acesso e nos resultados, torna-se responsabilidade da escola reconhecer e satisfazer as necessidades dos alunos, adaptando-se aos vários estilos e ritmos de aprendizagem, pela adequação de currículos, de estratégias e recursos, materiais e humanos. Este processo pressupõe novas perspetivas sobre o currículo nas quais a flexibilização, os modelos pedagógicos de diferenciação e a adequação possibilitam o acesso e igualdade de condições para o sucesso dos alunos com NEE. O presente estudo constitui, pois, uma tentativa para compreender as perceções dos professores do Ensino Secundário acerca das adequações curriculares para alunos com NEE e o modo como as elaboram e concretizam. O trabalho foi desenvolvido através de um estudo de caso, incidindo sobre sete professores de um conselho de turma do décimo ano, em que está integrado um aluno com NEE. Como metodologia de recolha dos dados utilizámos os diários, entrevistas e análise documental. Os resultados do nosso trabalho apontam para uma escola onde os modelos inclusivos parecem estar em processo de construção. Se, por um lado, os docentes mostram, no geral, uma atitude de disponibilidade para a inclusão de alunos com NEE, por outro, indiciam dificuldades que se prendem com os pressupostos teóricos e pedagógicos da escola inclusiva. Concluímos que as escolas necessitam de se envolver na criação de currículos flexíveis e adequados às NEE dos alunos, promovendo um trabalho colaborativo entre docentes, sendo premente refletir acerca da gestão curricular de turmas inclusivas e operacionalizar os processos de elaboração de adequações curriculares e de diferenciação na sala de aula.

Trabalho colaborativo e articulação curricular entre o 2º e o 3º ciclo do ensino básico

Atualmente, tem-se verificado um esforço para modificar o paradigma das culturas escolares, tendo as culturas colaborativas cada vez mais um papel de destaque em detrimento das culturas individualistas. O trabalho colaborativo promove a aprendizagem contínua e o sucesso de todos os envolvidos. Paralelamente, o enraizamento de uma prática colaborativa promove as práticas de articulação curricular, promovendo a adequação do currículo às necessidades e características dos alunos. Contudo, tem-se verificado que a sua aplicação efetiva fica aquém das expectativas, apontando-se como principais obstáculos a falta de trabalho colaborativo, a incompatibilidade de horários, o excesso de tarefas e o desconhecimento do próprio conceito de articulação curricular. Deste modo, considerámos relevante conhecer a conceção dos docentes do 2.º e 3.º Ciclo do Ensino Básico (CEB) do grupo de Ciências Naturais acerca do processo de articulação curricular e de trabalho colaborativo. Esta investigação é do tipo descritivo, tendo-se recorrido à triangulação de dados. Foram utilizados como instrumento de recolha de dados o questionário e a entrevista. A amostra é constituída por oito docentes, maioritariamente do sexo feminino, com mais de 16 anos de serviço e metade desempenha cargos de supervisão e avaliação docente. Os docentes consideram que a articulação curricular consiste na promoção de atividades conjuntas que favoreçam a transição dos alunos entre o 2.º e 3.º CEB e que o trabalho colaborativo envolve a planificação de atividades letivas, a elaboração de materiais de apoio e a reflexão conjunta. Apesar da conceção de articulação curricular ser adequada, praticá-la em todas as suas vertentes mostra-se ser mais complexo. Por outro lado, o trabalho colaborativo parece estar enraizado no grupo em estudo, existindo uma forte cultura de interajuda. Será fundamental esclarecer conceitos e rentabilizar a hora semanal atribuída para o efeito.

Relatório de estágio apresentado à Universidade da Madeira para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

O presente relatório visa a obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Este tem como principais objetivos a partilha, a descrição e a reflexão da prática pedagógica realizada em contexto de Educação Pré-Escolar no Infantário “O Girassol” com crianças com idades compreendidas entre os dois e os três anos de idade e em contexto de 1º Ciclo do Ensino Básico na Escola Básica do 1º Ciclo com Pré-Escolar da Ladeira, numa turma de 3º ano de escolaridade. O relatório aborda um conjunto de pressupostos teóricos e metodológicos que sustentaram toda a ação pedagógica. Estes contribuíram para a construção de uma identidade profissional, bem como para proporcionar às crianças e aos alunos aprendizagens significativas, adequando a minha intervenção às necessidades do grupo. A metodologia basilar de todo o estágio foi a investigação-ação, sendo que esta permite ao docente desenvolver a sua capacidade de investigação e reflexão acerca do processo de ensino-aprendizagem. Neste sentido, após a observação e interação com o grupo surgiram questões de investigação-ação, com o objetivo de desenvolver estratégias e atividades para atenuar as problemáticas observadas. Na valência de Educação Pré-Escolar procurei dar resposta à questão “Como motivar este grupo de crianças, de forma a que participem e se mostrem empenhadas nas atividades?” e na valência de 1º Ciclo do Ensino Básico foi desenvolvida a temática “Como desenvolver a competência da escrita nos alunos desta turma?”. Este relatório apresenta assim todo o caminho percorrido ao longo da intervenção pedagógica em ambas as valências e constitui um documento de reflexão e de aprendizagem.