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Authors
Abstract(s)
O presente Relatório constitui-se como um elemento de avaliação à Unidade Curricular de
Prática de Ensino Supervisionada, em conformidade com o plano de estudos do curso de
Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de
Portugal no 2.º Ciclo do Ensino Básico, bem como um requisito formal para admissão à prova
pública e, por conseguinte, para a obtenção do grau de Mestre. O principal objetivo visa a
reflexão sobre a Prática de Ensino Supervisionada, envolvendo as variadas aprendizagens, os
contextos educativos e as turmas nas quais a professora em formação realizou a sua
intervenção educativa, contemplando os desafios inerentes à prática pedagógica. Este
documento resulta não apenas de um cruzamento de conhecimentos científico-pedagógicos,
culturais, tecnológicos e do contexto desenvolvidos ao longo do percurso académico da
mestranda, mas também da vontade incessante da professora em formação abraçar esta
vocação. Pretende-se, mais do que uma exposição escrita de todos os saberes, competências
e atividades explanados, uma reflexão fundamentada científica e pedagogicamente sobre a
prática educativa desenvolvida nos contextos de Estágio nos 1.º e 2.º Ciclos do Ensino Básico.
Uma dificuldade observada em contexto, tanto de 1.º CEB como de 2.º CEB, impulsionou o
desenvolvimento de um projeto que tem como pano de fundo a importância do
desenvolvimento da consciência e do conhecimento sintáticos e textuais para a compreensão
da Leitura. Pretende-se, como principal objetivo, relacionar o desenvolvimento da consciência
e do conhecimento sintáticos e textuais com o domínio de competências implicadas na
compreensão da Leitura, tentando perceber quais as possíveis implicações do
desenvolvimento da consciência sintática para a compreensão da Leitura em alunos dos 3.º e
6.º anos de escolaridade.
This Report is an evaluation element of the Curricular Unit of Supervised Teaching Practice, in accordance with the study plan of the Master's course in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, as well as a formal requirement for admission to the public test and, therefore, for obtaining a Master's degree. The main objective is to reflect on the Supervised Teaching Practice, involving the varied learning, the educational contexts and the classes in which the teacher in training carried out her educational intervention, contemplating the challenges inherent to the pedagogical practice. This document results not only from a cross between scientific-pedagogical, cultural, technological developments and the context developed during the academic path of the master's student, but also the incessant will of the teacher in training to embrace this vocation. It is intended, more than a written exposition of all the knowledge, skills and activities explained, a scientifically and pedagogically grounded reflection on the educational practice developed in the contexts of Internship in the 1st and 2nd Cycles of Basic Education. A difficulty observed in context, both in 1st CEB and 2nd CEB, boosted the development of a project that has as a background the importance of developing awareness and syntactic and textual knowledge for reading comprehension. The main objective is to relate the development of syntactic and textual awareness and knowledge with the domain of competences involved in reading comprehension, trying to understand what are the possible implications of the development of syntactic awareness for reading comprehension in students of the 3rd grade and 6th grade years of schooling.
This Report is an evaluation element of the Curricular Unit of Supervised Teaching Practice, in accordance with the study plan of the Master's course in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, as well as a formal requirement for admission to the public test and, therefore, for obtaining a Master's degree. The main objective is to reflect on the Supervised Teaching Practice, involving the varied learning, the educational contexts and the classes in which the teacher in training carried out her educational intervention, contemplating the challenges inherent to the pedagogical practice. This document results not only from a cross between scientific-pedagogical, cultural, technological developments and the context developed during the academic path of the master's student, but also the incessant will of the teacher in training to embrace this vocation. It is intended, more than a written exposition of all the knowledge, skills and activities explained, a scientifically and pedagogically grounded reflection on the educational practice developed in the contexts of Internship in the 1st and 2nd Cycles of Basic Education. A difficulty observed in context, both in 1st CEB and 2nd CEB, boosted the development of a project that has as a background the importance of developing awareness and syntactic and textual knowledge for reading comprehension. The main objective is to relate the development of syntactic and textual awareness and knowledge with the domain of competences involved in reading comprehension, trying to understand what are the possible implications of the development of syntactic awareness for reading comprehension in students of the 3rd grade and 6th grade years of schooling.
Description
Keywords
Processo de ensino-aprendizagem Reflexão metalinguística nos 1.º e 2.º CEB Consciência sintática Conhecimento sintático Conhecimento textual e Leitura Teaching-learning process Metalinguistic reflection in the 1st and 2nd CEB Syntactic awareness Syntactic knowledge Textual knowledge and reading
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação