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Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular Prática de Ensino Supervisionada (PES) inserida no Plano de Estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Português e História e Geografia de Portugal do Ensino Básico do 2.º CEB.
Este documento é um resumo do percurso reflexivo realizado pela mestranda ao longo da PES que teve em conta as quatro fases da metodologia de investigação-ação: observação, planificação, ação e reflexão. Na elaboração do Relatório de Estágio estiveram presentes diversos pressupostos teóricos e legais, assim como foram mobilizados vários saberes que a mestranda adquiriu ao longo dos últimos cinco anos do seu percurso formativo. No decurso da prática pedagógica, a mestranda implementou estratégias diversificadas e utilizou vários recursos nos dois níveis de ensino, 1.º CEB e o 2.º CEB, o que potenciou novas aprendizagens e elevou os seus saberes científicos, técnicos e tecnológicos. Destaca-se o trabalho cooperativo existente entre todos os intervenientes do processo do ciclo de supervisão que a mestranda considera que foram essenciais para o seu crescimento pessoal e profissional.
A mestranda realizou ainda o esboço de um projeto de investigação que, mesmo não tendo sido aplicado, permitiu que a mesma aprofundasse o seu conhecimento científico e pedagógico . O estudo procurou compreender o impacto das estratégias de fluência em leitura, expondo as crianças a tarefas de leitura diversificadas e a momentos de compreensão da leitura que aumentassem e melhorassem os processos de descodificação, compreensão e fluência leitora, através da implementação do programa “Ouvintes Sortudos”, um programa de promoção da fluência em leitura, proposto por Borges e Viana (2020) em conjugação com propostas de Inês Sim-Sim (2007) na brochura do Programa Nacional do Ensino do Português intitulada O ensino da Leitura: a Compreensão de Textos.
This internship report comes within the scope of the curricular unit Supervised Teaching Practice (PES) inserted in the Master's Study Plan in Teaching the 1st Cycle of Basic Education (CEB) and Portuguese and History and Geography of Basic Education of the 2nd CEB. This document is a summary of the reflective journey undertaken by the master's student throughout the PES, which took into account the four phases of the action-research methodology: observation, planning, action and reflection. In the preparation of the Internship Report, several theoretical and legal assumptions were present, as well as various knowledge that the master's student acquired over the last five years of her training course were mobilized. During the pedagogical practice, the master's student implemented diversified strategies and used various resources at the two levels of education: 1st CEB and 2nd CEB, which boosted new learning and increased their scientific, technical and technological knowledge. We highlight the existing cooperative work between all the actors in the process of the supervision cycle, which the master's student considers to have been essential for her personal and professional growth. The master's student also carried out the outline of a research project that, even though it was not applied, allowed her to deepen her scientific and pedagogical knowledge. The study sought to understand the impact of reading fluency strategies, exposing children to different reading tasks and moments of reading comprehension, which would increase and improve the processes of decoding, comprehension and reading fluency, through the implementation of the “Listeners” program. Sortudos”, a program to promote reading fluency, proposed by Borges and Viana (2020) in conjunction with proposals by Inês Sim-Sim (2007) in the PNEP brochure entitled The teaching of Reading: Text Comprehension.
This internship report comes within the scope of the curricular unit Supervised Teaching Practice (PES) inserted in the Master's Study Plan in Teaching the 1st Cycle of Basic Education (CEB) and Portuguese and History and Geography of Basic Education of the 2nd CEB. This document is a summary of the reflective journey undertaken by the master's student throughout the PES, which took into account the four phases of the action-research methodology: observation, planning, action and reflection. In the preparation of the Internship Report, several theoretical and legal assumptions were present, as well as various knowledge that the master's student acquired over the last five years of her training course were mobilized. During the pedagogical practice, the master's student implemented diversified strategies and used various resources at the two levels of education: 1st CEB and 2nd CEB, which boosted new learning and increased their scientific, technical and technological knowledge. We highlight the existing cooperative work between all the actors in the process of the supervision cycle, which the master's student considers to have been essential for her personal and professional growth. The master's student also carried out the outline of a research project that, even though it was not applied, allowed her to deepen her scientific and pedagogical knowledge. The study sought to understand the impact of reading fluency strategies, exposing children to different reading tasks and moments of reading comprehension, which would increase and improve the processes of decoding, comprehension and reading fluency, through the implementation of the “Listeners” program. Sortudos”, a program to promote reading fluency, proposed by Borges and Viana (2020) in conjunction with proposals by Inês Sim-Sim (2007) in the PNEP brochure entitled The teaching of Reading: Text Comprehension.
Description
Keywords
Prática de ensino supervisionada Investigação-ação Cooperação Inclusão Desenvolvimento pessoal e profissional Supervised teaching practice Research-action Cooperation Inclusion Personal and professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação