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Abstract(s)
O presente RelatĆ³rio de EstĆ”gio (RE) surge no Ć¢mbito da Unidade Curricular de PrĆ”tica de Ensino Supervisionada (PES) que se encontra inserida no plano de estudos do Mestrado em Ensino do 1Āŗ Ciclo do Ensino BĆ”sico (CEB) e de MatemĆ”tica e CiĆŖncias Naturais no 2Āŗ CEB. Este documento, alĆ©m de permitir a habilitaĆ§Ć£o para a docĆŖncia nas Ć”reas supracitadas, procura retratar a prĆ”tica, a reflexĆ£o crĆtica e a transformaĆ§Ć£o na aĆ§Ć£o concretizadas, pela mestranda, ao longo do ano letivo de 2020/2021.
Ao longo deste documento serĆ” feita uma abordagem reflexiva das intervenƧƵes desenvolvidas nos dois ciclos de ensino. Nestes a mestranda teve a oportunidade de implementar diferentes estratĆ©gias e explorar os vĆ”rios recursos, permitindo desta forma uma visĆ£o longitudinal dos contextos onde interveio.
SerĆ£o apresentadas as metodologias e pressupostos teĆ³ricos e legais que sustentaram a prĆ”tica da mestranda nos diferentes contextos onde a mesma decorreu. Toda esta prĆ”tica possibilitou a construĆ§Ć£o da identidade profissional, amadurecimento e transformaĆ§Ć£o dos saberes da mestranda, sendo de destacar o trabalho cooperativo existente entre todos os intervenientes do processo do ciclo de supervisĆ£o e de trabalho pedagĆ³gico.
A dimensĆ£o investigativa presente neste documento potenciou na mestranda um aprofundamento do conhecimento cientĆfico e pedagĆ³gico sobre a abordagem STEAM e RobĆ³tica Educativa (RE). Esta investigaĆ§Ć£o teve por base a plataforma e kits de RobĆ³tica Educativa da Lego Education WeDo 2.0 que serviram de mediadores e potenciadores da aprendizagem para um conteĆŗdo curricular das CiĆŖncias Naturais do 2Āŗ CEB em ambiente nĆ£o formal de aprendizagem levando ao incremento das competĆŖncias descritas para o sĆ©culo XXI dos alunos participantes.
A PES, ao possibilitar o contacto com diferentes contextos e desafios, conduziu a mestranda a verificar que a aĆ§Ć£o do professor Ć© transformadora e continuarĆ” a ser influenciada pelas necessidades, interesses, experiĆŖncias, conceƧƵes alternativas e aƧƵes das crianƧas, para assim, preparĆ”-las para um futuro melhor, mais consciente e pleno de conhecimentos vĆ”lidos surgindo, neste sentido, o tĆtulo deste relatĆ³rio ā āNa TransformaĆ§Ć£o de um Professorā.
This Internship Report (RE) comes within the scope of the Curricular Unit of Supervised Teaching Practice (PES) which is included in the syllabus of the Master in Teaching of the 1st Cycle of Basic Education (CEB) and of Mathematics and Natural Sciences in 2nd CEB. This document, in addition to enabling qualification for teaching in the aforementioned areas, seeks to portray the practice, critical reflection and the transformation in action implemented by the master's student throughout the 2020/2021 academic year. Throughout this document, a reflective approach will be made to the interventions developed in an educational context, in the two teaching cycles where the master's student had the opportunity to implement different strategies and explore various resources, thus allowing a longitudinal view of these two teaching cycles. The methodologies and theoretical and legal assumptions that supported the practice of the Master's student in the different contexts where it took place will be presented. All this practice enabled the construction of professional identity, maturation and transformation of the master's knowledge, highlighting the existing cooperative work between all those involved in the process of the supervision and pedagogical work cycle. The investigative dimension present in this document fostered in the Master's student a deepening of scientific and pedagogical knowledge about the STEAM approach and Educational Robotics (RE) which was based on the Educational Robotics platform and kits from Lego Education WeDo 2.0 that served as mediators and enhancers of learning for a curricular content of the 2nd CEB Natural Sciences in a non-formal learning environment, leading to an increase in the competences described for the 21st century of the participating students. PES, by enabling contact with different contexts and challenges, led the master's student to verify that the teacher's action is transformative and will continue to be influenced by the needs, interests, experiences, alternative conceptions and actions of children, in order to prepare them for a better future, more aware and fuller of valid knowledge, the title of this report ā āOn the Transformation of a Teacherā ā in this sense.
This Internship Report (RE) comes within the scope of the Curricular Unit of Supervised Teaching Practice (PES) which is included in the syllabus of the Master in Teaching of the 1st Cycle of Basic Education (CEB) and of Mathematics and Natural Sciences in 2nd CEB. This document, in addition to enabling qualification for teaching in the aforementioned areas, seeks to portray the practice, critical reflection and the transformation in action implemented by the master's student throughout the 2020/2021 academic year. Throughout this document, a reflective approach will be made to the interventions developed in an educational context, in the two teaching cycles where the master's student had the opportunity to implement different strategies and explore various resources, thus allowing a longitudinal view of these two teaching cycles. The methodologies and theoretical and legal assumptions that supported the practice of the Master's student in the different contexts where it took place will be presented. All this practice enabled the construction of professional identity, maturation and transformation of the master's knowledge, highlighting the existing cooperative work between all those involved in the process of the supervision and pedagogical work cycle. The investigative dimension present in this document fostered in the Master's student a deepening of scientific and pedagogical knowledge about the STEAM approach and Educational Robotics (RE) which was based on the Educational Robotics platform and kits from Lego Education WeDo 2.0 that served as mediators and enhancers of learning for a curricular content of the 2nd CEB Natural Sciences in a non-formal learning environment, leading to an increase in the competences described for the 21st century of the participating students. PES, by enabling contact with different contexts and challenges, led the master's student to verify that the teacher's action is transformative and will continue to be influenced by the needs, interests, experiences, alternative conceptions and actions of children, in order to prepare them for a better future, more aware and fuller of valid knowledge, the title of this report ā āOn the Transformation of a Teacherā ā in this sense.
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Keywords
InvestigaĆ§Ć£o-aĆ§Ć£o ReflexĆ£o RobĆ³tica educativa TransformaĆ§Ć£o Action research Reflection Educational robotics Transformation
Citation
Publisher
Instituto PolitĆ©cnico do Porto. Escola Superior de EducaĆ§Ć£o