Prática de ensino supervisionada em Educação Pré-Escolar e ensino do 1.º Ciclo do Ensino Básico

O presente relatório é referente à ação educativa realizada durante a Prática de Ensino Supervisionada, em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. As instituições onde decorreram os diferentes contextos são de rede pública, sendo dois grupos de crianças de três e de seis anos de idade, respetivamente. Apresentamos a contextualização das instituições envolventes bem como a caracterização de cada um dos grupos. Explanamos ainda um conjunto de experiências de aprendizagem que foram selecionadas, com o intuito de apresentar uma visão integrada da ação educativa desenvolvida nos contextos supra referenciados. A ação pedagógica foi desenvolvida em conjunto com as crianças, as Educadoras de Infância e Professoras Cooperantes valorizando sempre uma ação participativa. Os dados recolhidos sobre os grupos de crianças foram obtidos através de instrumentos de recolha de dados de registo de observação e dos diálogos com o educadora/professora. O trabalho realizado foi fruto da nossa formação académica, da nossa investigação, com o intuito de promover nas crianças aprendizagens significativas, assentes em pedagogias ativas e participativas. Refere-se ainda o respeito pelo ritmo da criança no processo de ensino e aprendizagem e a sua capacidade de interação no meio em que está inserida, pois são elas as protagonistas.The present report refers to the educational activities conducted during the Supervised Teaching Practice in the context of Preschool Education and First Primary School. Both contexts are public institutions with two groups of children from three and six years of age, respectively. We present the context of the surrounding institutions as well as the characterization of each group also we explain a set of learning experiences selected in order to present an integrated view of the educational activity developed in the context referenced above. The pedagogical action was developed on a partnership between children, Childhood Educators and Cooperating Teachers always valuing a participatory action. The data collected about the groups of children were obtained through data collection instruments for registration of observation and dialogue with the educator/teacher. The work was the result of our academic training, our investigation, with the aim of promote meaningful learning in young children, based on active and participatory pedagogies. Also note the respect for the pace of the child in the process of teaching and learning and their ability to interact in the environment in which it operates, because they are the protagonists

Surface Integrity of AISI 52100 Bearing Steel after Robot-Based Machine Hammer Peening

AISI 52100 steel is often used as material for highly loaded rolling bearings in machine tools. An improved surface integrity, which can be achieved by means of mechanical surface layer finishing, can avoid premature failure. One of these finishing processes is machine hammer peening (MHP) which is a high-frequency incremental forming process and mostly used on machining centers. However, the influence of robot-guided MHP processing on the surface integrity of AISI 52100 steel is still unknown. Therefore, the objective of this work is to investigate experimentally the robot-based influences during MHP processing and the resulting surface integrity of unhardened AISI 52100 steel. The results show that the axial and lateral deviations of the robot due to process vibrations are in the lower µm range, thus enabling stable and reproducible MHP processing. By selecting suitable MHP process parameters and thus defined contact energies, even ground surfaces can be further smoothed and a hardness increase of 75% in the energy range considered can be achieved. In addition, compressive residual stress maxima of 950 MPa below the surface and a grain size reduction to a surface layer depth of 150 µm can be realized