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Aprender com sentido
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O presente Relatório de Estágio, intitulado Aprender com Sentido, integra-se no Mestrado em Ensino do 1.o Ciclo do Ensino Básico e de Matemática e Ciências Naturais no
2.o Ciclo do Ensino Básico. A prática supervisionada decorreu com uma turma do 2.o ano e uma turma do 6.o ano, permitindo observar e intervir junto de alunos com diferentes
perfis, interesses e necessidades. Esta diversidade exigiu uma constante adaptação metodológica e relacional, centrando a intervenção em estratégias diferenciadas e focadas
no aluno, promovendo ambientes de aprendizagem inclusivos, seguros e desafiantes. A intencionalidade pedagógica foi guiada por uma visão humanista da educação,
valorizando a escuta, a experiência e a construção conjunta do conhecimento.
Para além da componente prática, o relatório integra uma investigação de natureza qualitativa, com base na investigação-ação. O estudo centrou-se na importância da ligação ao quotidiano no ensino da Matemática em contexto não formal, com alunos do 6.o ano.
Através da análise dos dados recolhidos, procurou-se compreender de que forma a aproximação entre os conteúdos matemáticos e a realidade concreta dos alunos pode promover maior motivação, apropriação do saber, participação ativa e aprendizagens significativas.
Este trabalho constitui, assim, uma síntese crítica do percurso formativo da mestranda, integrando prática, teoria e investigação, e refletindo um compromisso com um ensino exigente, transformador e alinhado com os desafios da escola contemporânea.
This internship report, entitled Learning with Meaning, is part of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. The supervised teaching practice was carried out in two distinct educational contexts: a 2nd-year class in primary school and a 6th-year class in secondary school. These settings allowed for observation and pedagogical intervention with students presenting diverse profiles, interests, and learning needs. Such diversity required ongoing methodological and relational adaptation, focusing on differentiated, student-centred strategies that promoted inclusive, emotionally safe, and intellectually stimulating learning environments. The pedagogical approach was guided by a humanistic vision of education, emphasising listening, experience, and the coconstruction of knowledge. In addition to the practical component, this report includes a qualitative research study based on an action research methodology. The study focused on the relevance of connecting mathematics teaching to students’ everyday lives in a non-formal learning context, involving a 6th-year class. Through the analysis of data collected during the intervention, the aim was to understand how bridging mathematical content with students’ real-life contexts can foster greater motivation, knowledge appropriation, active participation, and meaningful learning
This internship report, entitled Learning with Meaning, is part of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. The supervised teaching practice was carried out in two distinct educational contexts: a 2nd-year class in primary school and a 6th-year class in secondary school. These settings allowed for observation and pedagogical intervention with students presenting diverse profiles, interests, and learning needs. Such diversity required ongoing methodological and relational adaptation, focusing on differentiated, student-centred strategies that promoted inclusive, emotionally safe, and intellectually stimulating learning environments. The pedagogical approach was guided by a humanistic vision of education, emphasising listening, experience, and the coconstruction of knowledge. In addition to the practical component, this report includes a qualitative research study based on an action research methodology. The study focused on the relevance of connecting mathematics teaching to students’ everyday lives in a non-formal learning context, involving a 6th-year class. Through the analysis of data collected during the intervention, the aim was to understand how bridging mathematical content with students’ real-life contexts can foster greater motivation, knowledge appropriation, active participation, and meaningful learning
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Ensino Pratica pedagogica Aprendizagem significativa Quotidiano Matemática teaching Pedagogical practice Meaningful learning Everyday life Mathematic
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