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Odisseia pedagógica. Diálogos entre a tradição e a inovação no ensino
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Advisor(s)
Abstract(s)
O presente Relatório de Estágio (RE), intitulado Odisseia Pedagógica: Diálogos entre a Tradição e a Inovação no Ensino, foi desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), integrada no plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. Este documento constitui um marco fundamental na formação da mestranda, refletindo a consolidação de saberes e competências adquiridos ao longo do ano letivo 2024/2025.
Sustentado numa articulação reflexiva entre teoria e prática, este RE documenta o percurso da mestranda em dois contextos distintos: numa turma do 3.º ano do 1.º CEB e numa turma do 6.º ano do 2.º CEB. As intervenções pedagógicas foram sustentadas por referenciais científicos, didáticos e legais, ancorando-se em ciclos de observação, planificação, intervenção, avaliação e reflexão, essenciais à construção de uma identidade docente ética, crítica e inovadora.
Este processo formativo foi enriquecido pela colaboração com os diferentes agentes educativos, pelo reconhecimento da diversidade e especificidade dos contextos escolares e pelo compromisso com a promoção de aprendizagens inclusivas, diferenciadas e significativas. As práticas educativas adotadas foram orientadas por uma intencionalidade pedagógica capaz de valorizar os alunos enquanto sujeitos ativos, promovendo ambientes de aprendizagem positivos e centrados na equidade.
A componente investigativa do relatório, apresentada sob a forma de artigo científico, explora o papel dos chatbots enquanto expressão da Inteligência Artificial (IA) e a sua potencial integração no processo de ensino e aprendizagem. Recorrendo a uma abordagem mista e metodologia de investigação-ação, a mestranda analisou o impacto dos chatbots na motivação, no envolvimento e na compreensão conceptual dos alunos, com particular incidência no raciocínio geométrico e no pensamento científico. Os resultados obtidos apontam para o potencial destas tecnologias como ferramentas pedagógicas, desde que utilizadas com intencionalidade didática,
espírito crítico e em articulação com os referenciais curriculares.
Este RE espelha, assim, uma postura profissional comprometida com a inovação pedagógica, a investigação, a inclusão e a qualidade das aprendizagens. Através da PES, a mestranda consolidou a sua identidade profissional, assumindo o desafio de ser professora no século XXI — consciente dos riscos e oportunidades da era digital e determinada a colocar a tecnologia ao serviço de uma escola mais humana, colaborativa e transformadora.
This Internship Report (IR), titled Pedagogical Odyssey: Between Tradition and Innovation in Education, was developed within the scope of the Supervised Teaching Practice (STP) curricular unit, which is part of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and for Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document represents a fundamental milestone in the trainee teacher’s education, reflecting the consolidation of knowledge and competencies acquired throughout the 2024/2025 academic year. Grounded in a reflective articulation between theory and practice, this report documents the trainee’s journey across two distinct educational contexts: a 3rd-grade class in the 1st cycle and a 6th-grade class in the 2nd cycle of basic education. The pedagogical interventions were supported by scientific, didactic, and legal frameworks and were structured around cycles of observation, planning, intervention, evaluation, and reflection — all essential for building an ethical, critical, and innovative professional teaching identity. This formative process was enriched by collaboration with various educational stakeholders, by the recognition of the diversity and specificity of school contexts, and by a commitment to promoting inclusive, differentiated, and meaningful learning. The adopted educational practices were guided by pedagogical intentionality that values students as active learners, fostering positive and equitable learning environments. The report’s investigative component, presented in the form of a scientific article, explores the role of chatbots as an expression of Artificial Intelligence (AI) and their potential integration into the teaching and learning process. Through a mixed-method approach and action-research methodology, the trainee teacher analyzed the impact of chatbots on student motivation, engagement, and conceptual understanding, with particular focus on geometric reasoning and scientific thinking. The results point to the potential of these technologies as pedagogical tools, provided they are used with didactic intent, critical awareness, and aligned with curriculum frameworks. Thus, this Internship Report reflects a professional stance committed to pedagogical innovation, research, inclusion, and the quality of learning. Through the STP experience, the trainee teacher consolidated her professional identity, embracing the challenge of being a 21stcentury educator — aware of the risks and opportunities of the digital age and determined to harness technology in service of a more human, collaborative, and transformative school.
This Internship Report (IR), titled Pedagogical Odyssey: Between Tradition and Innovation in Education, was developed within the scope of the Supervised Teaching Practice (STP) curricular unit, which is part of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and for Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document represents a fundamental milestone in the trainee teacher’s education, reflecting the consolidation of knowledge and competencies acquired throughout the 2024/2025 academic year. Grounded in a reflective articulation between theory and practice, this report documents the trainee’s journey across two distinct educational contexts: a 3rd-grade class in the 1st cycle and a 6th-grade class in the 2nd cycle of basic education. The pedagogical interventions were supported by scientific, didactic, and legal frameworks and were structured around cycles of observation, planning, intervention, evaluation, and reflection — all essential for building an ethical, critical, and innovative professional teaching identity. This formative process was enriched by collaboration with various educational stakeholders, by the recognition of the diversity and specificity of school contexts, and by a commitment to promoting inclusive, differentiated, and meaningful learning. The adopted educational practices were guided by pedagogical intentionality that values students as active learners, fostering positive and equitable learning environments. The report’s investigative component, presented in the form of a scientific article, explores the role of chatbots as an expression of Artificial Intelligence (AI) and their potential integration into the teaching and learning process. Through a mixed-method approach and action-research methodology, the trainee teacher analyzed the impact of chatbots on student motivation, engagement, and conceptual understanding, with particular focus on geometric reasoning and scientific thinking. The results point to the potential of these technologies as pedagogical tools, provided they are used with didactic intent, critical awareness, and aligned with curriculum frameworks. Thus, this Internship Report reflects a professional stance committed to pedagogical innovation, research, inclusion, and the quality of learning. Through the STP experience, the trainee teacher consolidated her professional identity, embracing the challenge of being a 21stcentury educator — aware of the risks and opportunities of the digital age and determined to harness technology in service of a more human, collaborative, and transformative school.
Description
Keywords
Prática de ensino supervisionada Identidade docente Inteligência Artificial Inovação pedagógica Inclusão educativa Supervised teaching practice Teacher identity Artificial Intelligence Pedagogical innovation Educational inclusion
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence