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Indisciplina: conceções em contexto de Pré-Escolar e 1º Ciclo do Ensino Básico
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O presente relatório final de estágio surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (CEB) realizado na Escola Superior de Educação de Santarém, sendo composto por duas partes.
A primeira parte contempla uma análise/processo reflexivo relativo ao percurso realizado nas práticas de ensino supervisionada em Creche, Jardim de Infância e 1ºCEB. Na segunda parte, destaca-se a componente investigativa, na qual se pretende estudar alguns membros da comunidade educativa, estudando as suas conceções relativas à (in)disciplina, descrevendo as estratégias por eles implementadas para prevenir/corrigir certos comportamentos das crianças, identificando algumas dificuldades sentidas na sua gestão, assim como a interferência que a indisciplina tem no processo de ensino-aprendizagem.
Os dados foram obtidos através de entrevistas, a duas educadoras, quatro professores e oito alunos, e notas de campo que permitiram refletir e confrontar o dito com o praticado, verificando as formas de intervenção de cada docente de acordo com os comportamentos praticados.
Após a organização e análise dos dados, realizou-se uma comparação entre os mesmos e a revisão da literatura, chegando assim, a diversas conclusões pertinentes ao estudo. É de salientar a inexistência de uma única estratégia que possamos aplicar a um grupo ou de uma única opinião sobre o tema, pois todos os alunos são diferentes, todas as práticas são distintas, assim como todas as visões sobre as situações. No entanto, a nossa forma de atuar tem de ter por base uma boa observação das manifestações dos comportamentos de indisciplina, diversificando as estratégias e promovendo o ensino-aprendizagem na nossa sala de aula.
This final internship report comes within the ambit of the Master’s Degree in Pre-Primary Education of the 1st Cycle of Basic Education (CEB) accomplished of Escola Superior de Santarém, being this compound in two parts. On one hand, the first part, takes into account the analysis/process reflexive of the supervised teaching practices in Kindergarten and first cycle of basic education. In the second part, is highlighted the research component, in which one intends to study some members of the educational community, studying their conceptions of (in)discipline, describing the strategies they have implemented to prevent/correct certain behaviors in children, identifying some difficulties felt in its management, as well as the interference that indiscipline has in the teaching-learning process. The data were obtained through interviews, two educators, four teachers and eight students, and field notes that allowed to reflection and confront the said with the practiced, verifying the forms of intervention of each teacher according to the behaviors practiced. After the organization and analysis of the data, was made a comparison between them and the literature review, arriving at several conclusions pertinent to the study. It is protruding that there is no single strategy that we can apply to a group or a single opinion on the subject, because all students are different, all practices are different, as are all visions about situations. However, our way of acting must be based on a good observation of the manifestations of behaviors of indiscipline, diversifying strategies and promoting teaching-learning in our classroom.
This final internship report comes within the ambit of the Master’s Degree in Pre-Primary Education of the 1st Cycle of Basic Education (CEB) accomplished of Escola Superior de Santarém, being this compound in two parts. On one hand, the first part, takes into account the analysis/process reflexive of the supervised teaching practices in Kindergarten and first cycle of basic education. In the second part, is highlighted the research component, in which one intends to study some members of the educational community, studying their conceptions of (in)discipline, describing the strategies they have implemented to prevent/correct certain behaviors in children, identifying some difficulties felt in its management, as well as the interference that indiscipline has in the teaching-learning process. The data were obtained through interviews, two educators, four teachers and eight students, and field notes that allowed to reflection and confront the said with the practiced, verifying the forms of intervention of each teacher according to the behaviors practiced. After the organization and analysis of the data, was made a comparison between them and the literature review, arriving at several conclusions pertinent to the study. It is protruding that there is no single strategy that we can apply to a group or a single opinion on the subject, because all students are different, all practices are different, as are all visions about situations. However, our way of acting must be based on a good observation of the manifestations of behaviors of indiscipline, diversifying strategies and promoting teaching-learning in our classroom.
Descrição
Relatório de Estágio apresentado para a obtenção do grau de Mestre na área da Educação Pré-escolar e Ensino do 1.º ciclo do ensino básico
Palavras-chave
indisciplina disciplina estratégias prevenção ensino-aprendizagem indiscipline discipline strategies prevention teaching-learning