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Entre sonhar e exercer: a viagem pelo aprender a ser
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 40.86 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Estágio documenta o percurso da mestranda no âmbito da Unidade Curricular Prática de Ensino Supervisionada, integrada 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. Trata-se de um documento cujo principal objetivo se encontra relacionado com a reflexão sobre aspetos legais, teóricos, pedagógicos e didáticos inerentes à profissão docente, dando conta das aprendizagens realizadas e desafios superados ao longo do último ano de formação inicial da mestranda.
Aclara-se, por isso, que o processo de colaboração e intervenção nos contextos educativos evidencia um crescente desenvolvimento profissional da professora em formação, sustentado numa progressiva construção da sua identidade docente. Esta surge ao serviço de uma Educação hodierna, de qualidade, pautada pelo reconhecimento das emoções do professor e do aluno e, principalmente, reflexiva, tendo em vista a melhoria das práticas pedagógicas.
Este Relatório abarca, ainda, uma dimensão investigativa na qual se procurou indagar a relevância da abordagem emocional da área disciplinar de História e Geografia de Portugal no desenvolvimento da empatia histórica numa turma do 5.º ano do 2.º Ciclo do Ensino Básico. Assim, suportada numa análise mista dos dados recolhidos através das narrativas dos alunos, da observação direta e do inquérito por questionário, tornou-se possível atestar o potencial da abordagem referida no desenvolvimento da empatia histórica, sendo, contudo, reconhecidas as limitações do estudo
This lnternship Report documents the journey of the master's student during the Supervised Teaching Practice curricular unit, part of the Master's Degree in Teaching for the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal for the 2nd Cycle of Basic Education. The main purpose of this document is to reflect on the legal, theoretical, pedagogical, and didactic dimensions of the teaching profession, highlighting the knowledge gained and the challenges faced throughout the final year of initial teacher education. This report also seeks to demonstrate how the collaborative and interventionist processes within educational settings reflect the student teacher's progressive professional development, supported by the gradual construction of her teaching identity. This identity is shaped in the service of a contemporary, high-quality education, one that values the emotional experiences of both teacher and student and, above all, embraces a reflective approach aimed at improving pedagogical practices. ln addition, the report includes a research component that explores the relevance of an emotional approach to teaching History and Geography of Portugal, with the goal of fostering historical empathy in a 5th-grade class in the 2nd Cycle of Basic Education. Drawing on a mixed methods analysis of data collected through student narratives, direct observation, and questionnaire surveys, the study highlights the potential of this approach in promoting historical empathy, while also acknowledging the study's limitations.
This lnternship Report documents the journey of the master's student during the Supervised Teaching Practice curricular unit, part of the Master's Degree in Teaching for the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal for the 2nd Cycle of Basic Education. The main purpose of this document is to reflect on the legal, theoretical, pedagogical, and didactic dimensions of the teaching profession, highlighting the knowledge gained and the challenges faced throughout the final year of initial teacher education. This report also seeks to demonstrate how the collaborative and interventionist processes within educational settings reflect the student teacher's progressive professional development, supported by the gradual construction of her teaching identity. This identity is shaped in the service of a contemporary, high-quality education, one that values the emotional experiences of both teacher and student and, above all, embraces a reflective approach aimed at improving pedagogical practices. ln addition, the report includes a research component that explores the relevance of an emotional approach to teaching History and Geography of Portugal, with the goal of fostering historical empathy in a 5th-grade class in the 2nd Cycle of Basic Education. Drawing on a mixed methods analysis of data collected through student narratives, direct observation, and questionnaire surveys, the study highlights the potential of this approach in promoting historical empathy, while also acknowledging the study's limitations.
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Prática de ensino supervisionada Desenvolvimento profissional Abordagem emocional Empatia histórica Supervised teaching practice Professional development Emotional approach Historical empathy
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Without CC licence