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A (in)disciplina: conceções e práticas do educador e do professor
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Abstract(s)
O presente relatório surgiu no âmbito da unidade curricular Prática de Ensino Supervisionada II. Este engloba a descrição do trabalho realizado ao longo de quatro estágios curriculares em três contextos diferentes, nomeadamente em creche, pré-escolar e em 1º ciclo, sendo que este último se divide em dois anos de escolaridade. Para além da vertente dos estágios também aborda a vertente investigativa desenvolvida para a obtenção do grau de mestre na área da Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico.
Este documento encontra-se dividido em duas partes distintas. A primeira parte incide sobre todos os estágios realizados ao longo do mestrado, em que é feita uma caracterização de cada um dos contextos mencionados no parágrafo anterior, bem como um balanço do trabalho desenvolvido em cada um deles. Ainda nesta primeira parte, é abordado o percurso de desenvolvimento de aprendizagens, o percurso investigativo e as questões de pesquisa que foram surgindo ao longo da prática.
Numa segunda parte deste relatório, é apresentado o trabalho de pesquisa desenvolvido. Com esta pesquisa pretendeu-se perceber o que é a indisciplina, quais os comportamentos associados à mesma, como os docentes lidam com esses comportamentos e quais as estratégias que utilizam para os contornar e minimizar. Para a recolha de dados, foram realizadas entrevistas a três educadoras de pré-escolar e a três professores de 1º ciclo. Após a organização e a análise dos dados recolhidos, a partir das entrevistas, foi feita uma comparação com a informação conseguida através da pesquisa bibliográfica realizada. Desta forma, foi possível chegar a algumas conclusões.
No final deste relatório, são apresentadas algumas considerações finais sobre ambas as partes supracitadas, bem como de todo o percurso de desenvolvimento enquanto futura educadora/professora.
This report has appeared within the scope of the Supervised Teaching Practice II. This encompasses a description of the work carried out along four curricular stages in three different contexts, namely in kindergarten, preschool and first cycle, the latter being divided into two years of schooling. In addition to the internship phase, it also addresses the research area developed to obtain the master's degree in Pre-primary and Primary Education. This document is divided into two distinct parts. The first part focuses on all the stages carried out during the masters, in which a characterization of each of the contexts mentioned in the previous paragraph is made, as well as a balance of the work developed in each of them. Also, in this first part, the course of development of learning, the research course and the research questions that have emerged throughout the practice are discussed. In a second part of this report, the research work developed is presented. This research aimed to understand what indiscipline is, what behaviors associated with it, how teachers deal with these behaviors and what strategies they use to circumvent and minimize them. For data collection, interviews were carried out with three pre-school educators and three 1st cycle teachers. After the organization and analysis of the data collected, from the interviews, a comparison was made with the information obtained through the bibliographic research carried out. In this way, it was possible to reach some conclusions. At the end of this report, some final considerations are presented on both above mentioned parts, as well as on the entire course of development as a future educator / teacher
This report has appeared within the scope of the Supervised Teaching Practice II. This encompasses a description of the work carried out along four curricular stages in three different contexts, namely in kindergarten, preschool and first cycle, the latter being divided into two years of schooling. In addition to the internship phase, it also addresses the research area developed to obtain the master's degree in Pre-primary and Primary Education. This document is divided into two distinct parts. The first part focuses on all the stages carried out during the masters, in which a characterization of each of the contexts mentioned in the previous paragraph is made, as well as a balance of the work developed in each of them. Also, in this first part, the course of development of learning, the research course and the research questions that have emerged throughout the practice are discussed. In a second part of this report, the research work developed is presented. This research aimed to understand what indiscipline is, what behaviors associated with it, how teachers deal with these behaviors and what strategies they use to circumvent and minimize them. For data collection, interviews were carried out with three pre-school educators and three 1st cycle teachers. After the organization and analysis of the data collected, from the interviews, a comparison was made with the information obtained through the bibliographic research carried out. In this way, it was possible to reach some conclusions. At the end of this report, some final considerations are presented on both above mentioned parts, as well as on the entire course of development as a future educator / teacher
Description
Relatório Final apresentado para a obtenção do grau de Mestre na área da Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico
Keywords
educador/professor (in)disciplina comportamentos estratégias conceções educator / teacher (in)discipline behaviours strategies conceptions