Loading...
Publication
Diferenciação pedagógica: conceções e práticas dos docentes de educação pré-escolar e do 1º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.63 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e 1ºCiclo do Ensino Básico e contempla o trabalho desenvolvido nos estágios em contexto de Creche e Jardim de Infância mas também no 1ºCiclo do Ensino Básico no 1º e 4ºano de escolaridade e ainda o meu percurso profissional e investigativo.
Destes contextos emergiu a questão de investigação dirigida para a Diferenciação pedagógica e para as conceções e práticas dos/as educadores/as e professores/as do 1ºCiclo do Ensino Básico. Para esta investigação realizaram-se 7 entrevistas a 3 educadoras e a 4 professores/as do 1ºCiclo do Ensino Básico. Ainda neste sentido procurei investigar o que é que as/os educadoras/es e as/os professoras/os entendiam por diferenciação pedagógica, procurando também compreender as suas implicações na prática educativa. Com este estudo pretendi conhecer como concretizam na sua prática este tipo de pedagogia, nomeadamente ao nível da organização do ambiente educativo e também da planificação e avaliação, de forma a potenciar o sucesso das aprendizagens de cada criança.
O relatório está dividido em duas partes, a primeira em que consta a caraterização dos estágios realizados em creche e jardim de Infância e no 1ºCiclo do Ensino Básico apresentando também o trabalho desenvolvido em cada um dos estágios. É feita uma avaliação das aprendizagens que foram mais significativas para o meu desenvolvimento profissional e de como a partir destes estágios surgiu a questão do estudo que escolhi realizar.
A segunda parte do relatório apresenta a pesquisa realizada sobre o tema: diferenciação pedagógica, as conceções e práticas dos/as docentes de pré-escolar e dos/as professores do 1ºCiclo do Ensino Básico. Com a realização deste estudo consegui responder a dúvidas que sentia, percebendo melhor como se pode desenvolver uma diferenciação pedagógica assente em estratégias e princípios que valorizem as características de cada criança e promovam de forma mais eficaz a sua aprendizagem.
This report was prepared in the scope of the master’s degree in Preschool Education and 1st Cycle of Basic Education and includes the work developed in the stages in the context of Daycare and Kindergarten but also in the 1st Cycle of Basic Education in the 1st and 4th years of schooling. my professional and investigative career. From these contexts emerged the question of research directed to Pedagogical Differentiation and to the conceptions and practices of educators and teachers of the 1st Cycle of Basic Education. For this research 7 interviews were conducted with 3 educators and 4 teachers of the 1st Cycle of Basic Education. Still in this sense I tried to investigate what the educators and teachers understood by pedagogical differentiation, also trying to understand its implications in the educational practice. With this study I wanted to know how they practice this kind of pedagogy in their practice, namely in terms of the organization of the educational environment and also the planning and evaluation, in order to enhance the success of each child's learning. This report is divided into two parts, the first one that characterizes the stages performed presenting a description of the activities developed and an assessment of the learning that were significant for my professional development. The second part of the report integrates the research carried out on the subject of pedagogical differentiation, the conceptions and practices of educators and teachers of the 1st Cycle of Basic Education. By conducting this study I was able to answer my questions about this subject, understanding better how a differentiated pedagogy can be developed based on strategies and principles that value the characteristics of each child and more effectively promote their learning
This report was prepared in the scope of the master’s degree in Preschool Education and 1st Cycle of Basic Education and includes the work developed in the stages in the context of Daycare and Kindergarten but also in the 1st Cycle of Basic Education in the 1st and 4th years of schooling. my professional and investigative career. From these contexts emerged the question of research directed to Pedagogical Differentiation and to the conceptions and practices of educators and teachers of the 1st Cycle of Basic Education. For this research 7 interviews were conducted with 3 educators and 4 teachers of the 1st Cycle of Basic Education. Still in this sense I tried to investigate what the educators and teachers understood by pedagogical differentiation, also trying to understand its implications in the educational practice. With this study I wanted to know how they practice this kind of pedagogy in their practice, namely in terms of the organization of the educational environment and also the planning and evaluation, in order to enhance the success of each child's learning. This report is divided into two parts, the first one that characterizes the stages performed presenting a description of the activities developed and an assessment of the learning that were significant for my professional development. The second part of the report integrates the research carried out on the subject of pedagogical differentiation, the conceptions and practices of educators and teachers of the 1st Cycle of Basic Education. By conducting this study I was able to answer my questions about this subject, understanding better how a differentiated pedagogy can be developed based on strategies and principles that value the characteristics of each child and more effectively promote their learning
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
diferenciação pedagógica prática educativa planificação avaliação pedagogical differentiation educational practice planning evaluation