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Abstract(s)
O presente Relatório de Prática Educativa Supervisionada foi elaborado como parte
integrante da Unidade Curricular Prática de Ensino Supervisionada, inserida no Mestrado em
Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º
Ciclo do Ensino Básico. Este desempenhou um papel fundamental, pois reflete não só sobre o
desenvolvimento científico, pedagógico e didático obtido ao longo da minha trajetória
académica, pessoal e social, bem como sobre o meu percurso ao longo da Prática Educativa
Supervisionada, desenvolvida no 1.º e 2.º Ciclos do Ensino Básico, que estimulou a elaboração
do presente projeto de investigação.
Neste sentido, através do referido projeto, procurou-se desenvolver nos alunos hábitos
de leitura, em articulação com a realidade da Era Digital em que vivemos, criando-se uma
Biblioteca Digital. Ao longo do ano, foram aplicadas estratégias para incentivar o acesso e a
utilização desta ferramenta, visando não só aumentar o conhecimento literário dos estudantes,
mas também destacar a importância da leitura como habilidade transversal que contribui para
o sucesso em várias disciplinas do currículo escolar. A Biblioteca Digital foi projetada para
fornecer acesso a um amplo conjunto de obras literárias, adaptadas às diferentes preferências e
níveis de escolaridade dos alunos, incentivando a exploração ativa e a compreensão crítica das
narrativas. Deste modo, foram percorridas quatro fases, nomeadamente a observação, o desenho
de estratégias, a implementação dessas estratégias e a análise dos dados recolhidos, no sentido
de depreender a forma como os alunos das três turmas de ambos os ciclos utilizaram quer o
espaço da Biblioteca Digital quer as estratégias para uso da mesma e, ainda, perceber o impacto
das sessões nos conhecimentos literários. Foi evidente que os estudantes se apropriaram tanto
das estratégias fornecidas como do espaço criado, no entanto ficou notório que uma das turmas
demonstrou um maior envolvimento e autonomia na utilização de todas as ferramentas. Todo o
percurso realizado no contexto educacional encontra-se documentado nas páginas do presente
Relatório de Prática Educativa Supervisionada, refletindo os desafios, as conquistas e as
aprendizagens que contribuíram para o meu desenvolvimento enquanto futura professora.
This Supervised Educational Practice Report was prepared as an integral part of the Supervised Teaching Practice Curricular Unit, included in the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. This document played a fundamental role as it reflects not only on the scientific, pedagogical and didactic development that I obtained throughout the academic, personal and social trajectory of the master's, as well as on my journey throughout the Supervised Educational Practice, developed in the 1st and 2nd Cycles of Basic Education, which stimulated the development of a research. In this sense, through the aforementioned project, it was sought to develop reading habits in students, in conjunction with the reality of the Digital Era in which we live, creating a Digital Library. Throughout the year, strategies were applied to encourage access and use of this tool, aiming not only to increase students' literary knowledge, but also to highlight the importance of reading as a transversal skill that contributes to success in various subjects in the school curriculum. A Digital Library was designed to provide access to a wide range of literary works, adapted to students' different preferences and educational levels, encouraging active exploration and critical understanding of narratives. In this way, four phases were covered, namely observation, the design of strategies, the implementation of these strategies and the analysis of the data collected, in order to understand how students from the three classes of both cycles used the library space, what strategies they applied to use it and also understanding the impact of the sessions on their literary knowledge. It was evident that the students took advantage of both the strategies provided and the space created, however it was clear that one of the groups demonstrated greater involvement and autonomy in the use of all the tools. The entire journey undertaken in the educational context is documented on the pages of this Supervised Educational Practice Report, reflecting the challenges, achievements and learning that contributed to my development as a future teacher.
This Supervised Educational Practice Report was prepared as an integral part of the Supervised Teaching Practice Curricular Unit, included in the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. This document played a fundamental role as it reflects not only on the scientific, pedagogical and didactic development that I obtained throughout the academic, personal and social trajectory of the master's, as well as on my journey throughout the Supervised Educational Practice, developed in the 1st and 2nd Cycles of Basic Education, which stimulated the development of a research. In this sense, through the aforementioned project, it was sought to develop reading habits in students, in conjunction with the reality of the Digital Era in which we live, creating a Digital Library. Throughout the year, strategies were applied to encourage access and use of this tool, aiming not only to increase students' literary knowledge, but also to highlight the importance of reading as a transversal skill that contributes to success in various subjects in the school curriculum. A Digital Library was designed to provide access to a wide range of literary works, adapted to students' different preferences and educational levels, encouraging active exploration and critical understanding of narratives. In this way, four phases were covered, namely observation, the design of strategies, the implementation of these strategies and the analysis of the data collected, in order to understand how students from the three classes of both cycles used the library space, what strategies they applied to use it and also understanding the impact of the sessions on their literary knowledge. It was evident that the students took advantage of both the strategies provided and the space created, however it was clear that one of the groups demonstrated greater involvement and autonomy in the use of all the tools. The entire journey undertaken in the educational context is documented on the pages of this Supervised Educational Practice Report, reflecting the challenges, achievements and learning that contributed to my development as a future teacher.
Description
Keywords
Prática de ensino supervisionada Hábitos de leitura Conhecimento literário dos alunos dos 1.º e 2.º CEB Biblioteca digital Exploração ativa Compreensão crítica Supervised teaching practice Reading habits Students’ literary knowledge Digital library Active exploration Critical understanding
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação