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Advisor(s)
Abstract(s)
O presente Relatório de Estágio (RE) surge no âmbito da Unidade Curricular (UC) de Prática
de Ensino Supervisionada (PES), integrada no Mestrado em Ensino do 1º Ciclo do Ensino
Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB. Esta UC e, por conseguinte,
este RE tem como principal objetivo fundamentar, investigar, analisar e refletir
criticamente sobre todo o percurso ao longo da PES.
O presente documento é imprescindível à obtenção do grau de Mestre e consequente
profissionalização, e pretende explorar um percurso formativo e de crescimento pessoal,
onde subsistiu a construção de saberes e práticas, orientada pelas expetativas e
descobertas acerca da docência, mobilizando e articulando saberes científicos, didáticos e
pedagógicos.
Na elaboração deste RE, foram incorporados pressupostos legais e teóricos de referência,
desenvolvendo sempre um trabalho do ponto de vista reflexivo, essencial para um
processo evolutivo consistente, trabalhando cooperativamente com professores
supervisores, institucionais e cooperantes, bem como com o par pedagógico e outros
colegas. Estes pressupostos legais e teóricos permitiram uma ação pedagógica
contextualizada, baseada num posicionamento didático e pedagógico claro e suportado.
A dimensão investigativa foi desenvolvida ao longo do Estágio, mas com particular enfoque
no 1º CEB. Esta surgiu de forma natural, indo ao encontro do trabalho promovido pela
professora cooperante na sala de aula, baseado na exploração de materiais estruturados
nas aprendizagens matemáticas.
Findada esta etapa, os desafios colocados e os obstáculos ultrapassados ao longo de todo
este percurso proporcionarão uma bagagem inigualável, pois “a atividade do professor
será́ mais ou menos eficaz em função de se ajustar à do aluno/estudante em cada
momento da aprendizagem” (Albuquerque, 2010, p. 58).
This Internship Report (ER) is part of the Supervised Teaching Practice (SEP) course, which is part of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. This course and, therefore, this RE has as its main objective to substantiate, investigate, analyze and critically reflect on the entire course throughout the PES. This document is essential to obtain the Master's Degree and consequent professionalization, and intends to explore a formative journey of personal growth, where the construction of knowledge and practices, guided by expectations and discoveries about teaching, mobilizing and articulating scientific, didactic, and pedagogical knowledge, subsisted. In the development of this ER, legal and theoretical reference assumptions were incorporated, always developing work from a reflective point of view, essential for a consistent evolutionary process, working cooperatively with supervisors, institutional and cooperating teachers, as well as with the pedagogical pair and other colleagues. These legal and theoretical assumptions allowed for a contextualized pedagogical action, based on a clear and supported didactic and pedagogical positioning. The investigative dimension was developed throughout the internship, but with particular focus on the 1st Kindergarten. It emerged naturally, meeting the work promoted by the cooperating teacher in the classroom, based on the exploration of structured materials in mathematical learning. After this stage, the challenges posed and the obstacles overcome throughout this journey will provide an unparalleled baggage, because "the teacher's activity will be more or less effective depending on how it is adjusted to the student's at each moment of learning" (Albuquerque, 2010, p. 58).
This Internship Report (ER) is part of the Supervised Teaching Practice (SEP) course, which is part of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. This course and, therefore, this RE has as its main objective to substantiate, investigate, analyze and critically reflect on the entire course throughout the PES. This document is essential to obtain the Master's Degree and consequent professionalization, and intends to explore a formative journey of personal growth, where the construction of knowledge and practices, guided by expectations and discoveries about teaching, mobilizing and articulating scientific, didactic, and pedagogical knowledge, subsisted. In the development of this ER, legal and theoretical reference assumptions were incorporated, always developing work from a reflective point of view, essential for a consistent evolutionary process, working cooperatively with supervisors, institutional and cooperating teachers, as well as with the pedagogical pair and other colleagues. These legal and theoretical assumptions allowed for a contextualized pedagogical action, based on a clear and supported didactic and pedagogical positioning. The investigative dimension was developed throughout the internship, but with particular focus on the 1st Kindergarten. It emerged naturally, meeting the work promoted by the cooperating teacher in the classroom, based on the exploration of structured materials in mathematical learning. After this stage, the challenges posed and the obstacles overcome throughout this journey will provide an unparalleled baggage, because "the teacher's activity will be more or less effective depending on how it is adjusted to the student's at each moment of learning" (Albuquerque, 2010, p. 58).
Description
Keywords
Educação Prática educativa Reflexão Investigação Education Educational pratice Reflexion Research
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação