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Authors
Abstract(s)
O presente trabalho incidiu em um estudo sobre a articulação entre a Matemática e a Língua Portuguesa a partir de histórias infantis num curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico que tem como principal finalidade a formação de educadores de infância e professores do 1º ciclo do Ensino Básico. O estudo realizado teve como objectivo perceber como a articulação da matemática como prática inovadora apresenta contributos para a aprendizagem e desenvolvimento profissional na formação inicial de professores do 1º ciclo. No sentido de operacionalizar este objectivo, realizou-se um estudo de caso, utilizando-se de uma abordagem qualitativa e descritiva. As técnicas de recolha de dados privilegiadas foram a observação, entrevistas e a recolha de documentos. Devido ao período pandêmico em que se vivia, a observação e as entrevistas foram realizadas de forma virtual. Participaram neste estudo três docentes do Ensino Superior e quatro estudantes. Os resultados evidenciam também que, a prática articuladora apresenta um potencial que diz respeito tanto às aprendizagens das docentes do curso quanto das estudantes. A natureza colaborativa do trabalho faz parte do cotidiano das docentes e quanto à efetividade dessa prática no desenvolvimento profissional das estudantes é possível aferir avanços significativos a serem desenvolvidos em muitos aspectos e que ganham destaque principalmente nas atividades realizadas nos estágios e poderão ser verificados na apresentação dos resultados. Contudo, muito ainda têm por crescer visto que ainda estão em processo de formação.
This work focused on a study of the articulation between Mathematics and Portuguese Language based on children's stories in a Master's degree course in Pre-School Education and Teaching of the 1st Cycle of Basic Education whose main purpose is the training of kindergarten teachers and teachers of the 1st cycle of Basic Education. The aim of the study was to understand how the articulation of mathematics as an innovative practice contributes to learning and professional development in the initial training of primary school teachers. In order to operationalize this objective, a case study was carried out using a qualitative and descriptive approach. The preferred data collection techniques were observation, interviews and document collection. Due to the pandemic, observation and interviews were conducted virtually. Three higher education teachers and four students took part in this study. The results also show that the articulation practice has a potential that concerns both the learning of the course teachers and the students. The collaborative nature of the work is part of the teachers‘ daily lives and in terms of the effectiveness of this practice in the students’ professional development, it is possible to see significant progress to be made in many aspects, especially in the activities carried out in the internships, which can be seen in the presentation of the results. However, they still have a lot of growing to do, given that they are still in the process of training.
This work focused on a study of the articulation between Mathematics and Portuguese Language based on children's stories in a Master's degree course in Pre-School Education and Teaching of the 1st Cycle of Basic Education whose main purpose is the training of kindergarten teachers and teachers of the 1st cycle of Basic Education. The aim of the study was to understand how the articulation of mathematics as an innovative practice contributes to learning and professional development in the initial training of primary school teachers. In order to operationalize this objective, a case study was carried out using a qualitative and descriptive approach. The preferred data collection techniques were observation, interviews and document collection. Due to the pandemic, observation and interviews were conducted virtually. Three higher education teachers and four students took part in this study. The results also show that the articulation practice has a potential that concerns both the learning of the course teachers and the students. The collaborative nature of the work is part of the teachers‘ daily lives and in terms of the effectiveness of this practice in the students’ professional development, it is possible to see significant progress to be made in many aspects, especially in the activities carried out in the internships, which can be seen in the presentation of the results. However, they still have a lot of growing to do, given that they are still in the process of training.
Description
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2024, Universidade de Lisboa, Instituto de Educação
Keywords
Formação inicial de professores Práticas pedagógicas inovadoras Professores de ensino básico (1º ciclo) Educadores de infância Livros infantis Dissertações de mestrado - 2024