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Abstract(s)
O presente Relatório Final de Estágio concretiza-se num trabalho de
reflexão crítica sobre as práticas realizadas como professora estagiária de
Inglês e de Espanhol no âmbito das Unidades Curriculares de Prática
Educativa I, II e III, do Curso de Mestrado em Ensino de Inglês e Francês ou
Espanhol, da Escola Superior de Educação, do Instituto Politécnico do
Porto.
A problemática que se apresenta decorre da perspetiva de que o ensino
e aprendizagem de uma língua estrangeira baseados na articulação entre
disciplinas do currículo contribui para uma aprendizagem holística,
desenvolvendo competências que permitem um entendimento geral e
global dos fenómenos humanos proporcionando aos alunos a
compreensão do saber escolar como um todo articulável, contribuindo
para uma leitura lógica e completa da realidade.
A sua concretização na sala de aula impõe que o professor planifique
atividades e opte por estratégias de ensino e de aprendizagem
diversificadas, onde convergem finalidades, conceitos e metodologias de
diversas disciplinas do currículo.
Assim, este trabalho descreve a planificação de práticas de ensino e
aprendizagem de Inglês e Espanhol em articulação com os conteúdos e os
objetivos da disciplina de Estudo do Meio no Primeiro Ciclo. A planificação
de práticas de Inglês no Segundo Ciclo foi realizada em articulação com a
disciplina de História e Geografia de Portugal, com base na metodologia de
projeto. As opções adotadas na planificação didática são consideradas
estratégicas para uma aprendizagem significativa.
Palavras-chave: perspetiva interdisciplinar do ensino; planificação didática
de línguas estrangeiras; compreensão integrada do saber escolar;
aprendizagem por projeto
The following Teacher Training Final Report comes to fruition in the shape of a work of critical reflection based on the praxis of a trainee teacher of English and Spanish, in the context of the curricular units of Educational Practice I, II and III from the Master’s degree in English and French or Spanish Teaching in Basic Education, taught at the School of Education of the Polytechnic Institute of Porto. The subject-matter of this report results from the belief that teaching and learning a foreign language in articulation with further subjects of the curriculum contributes to a holistic learning as well as developing abilities that allow a general and global comprehension of the human phenomena. This, at the same time, provides the pupils with an understanding of school knowledge as an articulated wholeness, contributing for a logical and complete interpretation of reality. To accomplish this in the classroom, it is required that the teacher designs a wide range of activities and adopt diversified strategies of learning, converging aims, concepts and methodologies of further subjects of the curriculum. Therefore, this report describes the teaching practice planning of English and of Spanish classes within the aims, the purposes and the objectives of the subject of Study of the Social Environment in the 1st Cycle of studies. It also describes the planning of English classes in the 2nd Cycle of studies in articulation the subject of History and Geography of Portugal, conveyed through Project-Based Learning. The options adopted in the didactic planning are considered strategic for a meaningful learning.
The following Teacher Training Final Report comes to fruition in the shape of a work of critical reflection based on the praxis of a trainee teacher of English and Spanish, in the context of the curricular units of Educational Practice I, II and III from the Master’s degree in English and French or Spanish Teaching in Basic Education, taught at the School of Education of the Polytechnic Institute of Porto. The subject-matter of this report results from the belief that teaching and learning a foreign language in articulation with further subjects of the curriculum contributes to a holistic learning as well as developing abilities that allow a general and global comprehension of the human phenomena. This, at the same time, provides the pupils with an understanding of school knowledge as an articulated wholeness, contributing for a logical and complete interpretation of reality. To accomplish this in the classroom, it is required that the teacher designs a wide range of activities and adopt diversified strategies of learning, converging aims, concepts and methodologies of further subjects of the curriculum. Therefore, this report describes the teaching practice planning of English and of Spanish classes within the aims, the purposes and the objectives of the subject of Study of the Social Environment in the 1st Cycle of studies. It also describes the planning of English classes in the 2nd Cycle of studies in articulation the subject of History and Geography of Portugal, conveyed through Project-Based Learning. The options adopted in the didactic planning are considered strategic for a meaningful learning.
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Keywords
Perspetiva interdisciplinar do ensino Planificação didática de línguas estrangeiras Compreensão integrada do saber escolar Aprendizagem por projeto Interdisciplinary teaching perspective Didactic planning of foreign languages Integrated understanding of school knowledge Projectbased learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação