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Advisor(s)
Abstract(s)
O presente Relatório de Estágio, com o título De que (poesia) são feitos os
dias da escola, é reflexo da identidade docente que se foi construindo ao longo
da unidade curricular de Prática Educativa Supervisionada, do Mestrado em
Ensino do 1.º Ciclo e de Português e História e Geografia de Portugal no 2.º
Ciclo do Ensino Básico, condição para a obtenção do grau de Mestre e
habilitação legal para a docência no 1.º ciclo e nas mencionadas áreas
disciplinares do 2.º ciclo.
Este relatório desenha um caminho de descoberta pessoal e profissional,
pautado pelo gosto e vontade de crescer e aprender mais. Marcada por uma
atitude crítica, reflexiva e investigativa, a prática pedagógica caracterizou-se
pela concretização de sequências didáticas amparadas sob o mesmo fio
condutor – a presença da Poesia na escola. Sob este mote, procurou-se
dinamizar intervenções em sala de aula, articuladas entre os dois ciclos, possível
pela presença, no mesmo horizonte temporal, nos dois ciclos, cujo trabalho foi
o “alimento” para as intervenções na escola, envolvendo a comunidade
educativa.
Para a prática pedagógica, assumiu relevância o trabalho desenvolvido no
âmbito da Supervisão Pedagógica, que se baseou no diálogo e na reflexão
permanente, o que permitiu a concretização de situações de ensino e de
aprendizagem fundamentadas e contextualizadas. Na sala de aula privilegiouse
a metodologia oficinal, a metodologia de aprendizagem cooperativa, com
especial atenção no espaço e ambiente de sala de aula.
Na mesma senda, o desenho do projeto de investigação vem reforçar o espaço
protagonista que a Poesia pode assumir na aula de Português, convocando
textos de outros géneros e em diversos suportes para, com eles, construir uma
malha articulada de saberes.
Entitled “De que (poesia) são feitos os dias da escola”, the present internship report, reflects the teaching identity built all throughout the Supervised Educational Practice. The mentioned internship is part of the Master’s Degree of Education (M. Ed) in Primary Education and Portuguese and Portuguese History and Geography in Secondary Education, which is fundamental in obtaining the masters degree and legal qualification for teaching the first cycle and the above mentioned subjects of the second cycle. This report draws a path of professional and personal discovery, always lined by the willingness to learn and self-grow. Marked by a critical, reflexive and investigative attitude, the pedagogical practice was characterized by the accomplishment of teaching sequences, driven by a common thread - the presence of Poetry in school. Baring this in mind, classroom interventions were boosted, articulating both cycles and only possible by the presence, in the same time horizon, in both of them. This was the “fuel” for school interventions involving the whole school community. The developed work, within Pedagogical Supervision, based in constant dialog and reflection, allowing teaching accomplishments and reasoned and contextualized learning, was of most importance to the pedagogical practice. Classroom work, was privileged by workshop methods and collaborative learning methodologies, focusing on classroom environment. Within the same path, this work aims to empower the leading role that Poetry, along with texts from other literary genres and various media, has in classroom, and together create articulated experiences and knowledge.
Entitled “De que (poesia) são feitos os dias da escola”, the present internship report, reflects the teaching identity built all throughout the Supervised Educational Practice. The mentioned internship is part of the Master’s Degree of Education (M. Ed) in Primary Education and Portuguese and Portuguese History and Geography in Secondary Education, which is fundamental in obtaining the masters degree and legal qualification for teaching the first cycle and the above mentioned subjects of the second cycle. This report draws a path of professional and personal discovery, always lined by the willingness to learn and self-grow. Marked by a critical, reflexive and investigative attitude, the pedagogical practice was characterized by the accomplishment of teaching sequences, driven by a common thread - the presence of Poetry in school. Baring this in mind, classroom interventions were boosted, articulating both cycles and only possible by the presence, in the same time horizon, in both of them. This was the “fuel” for school interventions involving the whole school community. The developed work, within Pedagogical Supervision, based in constant dialog and reflection, allowing teaching accomplishments and reasoned and contextualized learning, was of most importance to the pedagogical practice. Classroom work, was privileged by workshop methods and collaborative learning methodologies, focusing on classroom environment. Within the same path, this work aims to empower the leading role that Poetry, along with texts from other literary genres and various media, has in classroom, and together create articulated experiences and knowledge.
Description
Keywords
Prática educativa supervisionada Supervisão pedagógica Educação poética Metodologia oficinal Aprendizagem cooperativa Supervised educational practice Pedagogical supervision Poetic education Official methodology Cooperative learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação