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Ensinar Aprender Humanizar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 10.79 MB | Adobe PDF |
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Abstract(s)
Num tempo marcado pela aceleração digital e pela lógica tecnocrática que atravessa a escola, torna-se imperativo devolver centralidade à dimensão humana da educação, promovendo o pensamento crítico, a criatividade e o sentido ético do ensinar. O presente Relatório de Estágio, desenvolvido no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo, da Escola Superior de Educação do Porto, espelha um percurso de formação sustentado na reflexão e na experimentação pedagógica em contextos educativos distintos, mas complementares.
Organizado em cinco grandes eixos — enquadramento profissional, intervenção nos contextos escolares, descrição das práticas, fundamentos metodológicos e análise de resultados — o relatório documenta experiências de ensino que cruzam literatura, ciência, história e cidadania. Entre os projetos desenvolvidos, destacam-se práticas de leitura simbólica e dramatização em torno da memória democrática, atividades interdisciplinares sobre os direitos humanos, a experimentação científica com base em textos literários e a dinamização de um clube de leitura como espaço de formação leitora e humana.
Os resultados obtidos evidenciam que a leitura literária, quando mediada criticamente, permite interpelar o mundo e formar sujeitos mais conscientes e criativos. Este percurso formativo reafirma, assim, a importância de uma escola onde a imaginação, o conhecimento e a ética caminhem lado a lado, ao serviço de uma educação verdadeiramente transformadora.
In an era marked by digital acceleration and the technocratic logic that permeates schooling, it is imperative to re-center education on its human dimension, fostering critical thinking, creativity, and an ethical sense of teaching. This Internship Report, developed within the scope of the Master's Degree in Primary Education and in Portuguese and History and Geography of Portugal for Lower Secondary Education, at the School of Education of Porto, reflects a training journey grounded in reflective practice and pedagogical experimentation across diverse but complementary educational contexts. Structured around five main axes — professional framework, educational intervention, pedagogical practices, methodological foundations, and results analysis — the report documents teaching experiences that integrate literature, science, history, and citizenship. Among the projects developed, notable examples include symbolic reading and dramatization activities focused on democratic memory, interdisciplinary work on human rights, scientific experimentation based on literary texts, and the creation of a reading club as a space for literary and human development. The results obtained demonstrate that literary reading, when critically mediated, enables learners to question the world and become more aware and creative individuals. This training path thus reaffirms the importance of a school where imagination, knowledge, and ethics walk hand in hand in the service of a truly transformative education.
In an era marked by digital acceleration and the technocratic logic that permeates schooling, it is imperative to re-center education on its human dimension, fostering critical thinking, creativity, and an ethical sense of teaching. This Internship Report, developed within the scope of the Master's Degree in Primary Education and in Portuguese and History and Geography of Portugal for Lower Secondary Education, at the School of Education of Porto, reflects a training journey grounded in reflective practice and pedagogical experimentation across diverse but complementary educational contexts. Structured around five main axes — professional framework, educational intervention, pedagogical practices, methodological foundations, and results analysis — the report documents teaching experiences that integrate literature, science, history, and citizenship. Among the projects developed, notable examples include symbolic reading and dramatization activities focused on democratic memory, interdisciplinary work on human rights, scientific experimentation based on literary texts, and the creation of a reading club as a space for literary and human development. The results obtained demonstrate that literary reading, when critically mediated, enables learners to question the world and become more aware and creative individuals. This training path thus reaffirms the importance of a school where imagination, knowledge, and ethics walk hand in hand in the service of a truly transformative education.
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Keywords
Educação Humanização Pensamento crítico e criativo Leitura literária Integração curricular Education Humanization Critical and creative thinking Literary reading Curricular integration
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