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Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular Prática de Ensino Supervisionada (PES), integrada no 2º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e em Matemática e Ciências Naturais no 2.º CEB. Este documento procurar evidenciar o trabalho desenvolvido pela mestranda ao longo de toda a prática profissional, através da mobilização dos pressupostos teórico e legais que orientam a prática docente e dos saberes científicos, pedagógicos e didáticos, que apoiaram e sustentaram o desenvolvimento da prática.
O relatório de estágio apresenta e descreve as experiências vivenciadas e as aprendizagens construídas, resultando, desta forma, no culminar da prática pedagógica e de formação da mestranda, sustentado em paradigmas construtivistas e significativos. Toda a ação educativa desenvolvida teve como ponto de partida as quatro fases da metodologia de investigação-ação – observação, planificação, ação, reflexão e avaliação – promovendo-se o desenvolvimento de um processo de ensino e de aprendizagem contextualizado de acordo com as necessidades e interesses dos alunos. Importa mencionar a importância de todos os intervenientes do ciclo de supervisão e cooperação, que possibilitaram que uma prática promotora da evolução da mestranda, tanto a nível pessoal como profissional.
Ao longo da PES, a mestrada interagiu com dois ciclos de ensino, o 1º e o 2º CEB, o que possibilitou uma evolução e uma transformação das estratégias e métodos mobilizados, com o intuito de os adequar às características de cada contexto. Para além disso, no presente documento, apresenta-se, em formato de artigo, a componente investigativa, onde se procurou averiguar a influência da resolução de problemas, aliada ao Método de Polya, no desenvolvimento das capacidades matemáticas propostas pelas Aprendizagens Essenciais (2021).
A PES surgiu como o início de uma longa jornada que a mestranda sempre sonhou percorrer, e como é na viagem que as descobertas acontecem, este percurso permitiu constatar que a prática pedagógica é, sempre, orientada pelas e para as crianças, sendo o professor responsável por atender às suas necessidades, aos seus interesses e às suas características.
This internship report arises within the context of the Supervised Teaching Practice (PES) course, part of the 2nd year of the Master's Degree in Teaching the 1st Cycle of Basic Education (CEB) and in Mathematics and Natural Sciences in the 2nd CEB. This document seeks to highlight the work carried out by the master's student throughout her professional practice, through the mobilization of the theoretical and legal assumptions that guide teaching practice and the scientific, pedagogical, and didactic knowledge, which supported and underpinned the development of practice. The internship report presents and describes the experiences lived and the learning constructed, thus culminating in the master's student's pedagogical practice and training, based on constructivist and meaningful paradigms. Every educational action developed started from the four phases of the action-research methodology – observation, planning, action, reflection, and evaluation – promoting the development of a teaching and learning process contextualized according to the needs and interests of the students. It is important to mention the significance of all participants in the supervision and cooperation cycle, which enabled a practice that promotes the master's student's evolution, both personally and professionally. Throughout the PES, the master's student interacted with two educational cycles, the 1st and 2nd CEB, which allowed for an evolution and transformation of the strategies and methods mobilized, with the aim of adapting them to the characteristics of each context. Moreover, this document presents, in article format, the investigative component, which sought to ascertain the influence of problem-solving, combined with Polya's method, on the development of mathematical abilities proposed by the Essential Learnings (2021). The PES emerged as the beginning of a long journey that the master's student always dreamed of taking, and as it is in the journey that discoveries happen, this path allowed her to see that pedagogical practice is always oriented by and for children, with the teacher responsible for addressing their needs, interests, and characteristics.
This internship report arises within the context of the Supervised Teaching Practice (PES) course, part of the 2nd year of the Master's Degree in Teaching the 1st Cycle of Basic Education (CEB) and in Mathematics and Natural Sciences in the 2nd CEB. This document seeks to highlight the work carried out by the master's student throughout her professional practice, through the mobilization of the theoretical and legal assumptions that guide teaching practice and the scientific, pedagogical, and didactic knowledge, which supported and underpinned the development of practice. The internship report presents and describes the experiences lived and the learning constructed, thus culminating in the master's student's pedagogical practice and training, based on constructivist and meaningful paradigms. Every educational action developed started from the four phases of the action-research methodology – observation, planning, action, reflection, and evaluation – promoting the development of a teaching and learning process contextualized according to the needs and interests of the students. It is important to mention the significance of all participants in the supervision and cooperation cycle, which enabled a practice that promotes the master's student's evolution, both personally and professionally. Throughout the PES, the master's student interacted with two educational cycles, the 1st and 2nd CEB, which allowed for an evolution and transformation of the strategies and methods mobilized, with the aim of adapting them to the characteristics of each context. Moreover, this document presents, in article format, the investigative component, which sought to ascertain the influence of problem-solving, combined with Polya's method, on the development of mathematical abilities proposed by the Essential Learnings (2021). The PES emerged as the beginning of a long journey that the master's student always dreamed of taking, and as it is in the journey that discoveries happen, this path allowed her to see that pedagogical practice is always oriented by and for children, with the teacher responsible for addressing their needs, interests, and characteristics.
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Keywords
Prática de ensino supervisionada Reflexão sobre a educação Investigação-ação Cooperação Desenvolvimento pessoal e profissional Supervised teaching practice Reflection on action Action-research Cooperation Personal and professional development
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Publisher
Instituto Politécnico do Porto. Escola Superior de Educação