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Advisor(s)
Abstract(s)
O presente relatório consiste num elemento de avaliação da Unidade Curricular Prática de Ensino
Supervisionada que integra o Mestrado em Ensino do 1.º Ciclo e Ensino de Português e de História
e Geografia de Portugal no 2.º Ciclo do Ensino Básico. A grande finalidade deste documento é a
realização de uma análise crítica e reflexiva da prática educativa desenvolvida em ambos os ciclos
de ensino, marcada pelas especificidades de cada um, nomeadamente a articulação de saberes.
Face ao exposto, ao longo de todo o relatório, são convocados os pressupostos teóricos,
normativos e legais que sustentam e fundamentam todo o trabalho desenvolvido nos contextos
educativos e que traçam as linhas gerais do perfil docente que foi sendo construído pela
professora em formação.
Uma das partes fundamentais do relatório é a sua dimensão investigativa, na qual é explanado o
projeto de investigação desenvolvido no contexto educativo do 1.º Ciclo do Ensino Básico,
recorrendo-se à metodologia lnvestigação-Ação. Este nasceu da observação das dificuldades
dos alunos ao nível da fluência e da compreensão leitoras e o seu grande objetivo é intervir sobre
as mesmas de forma a desenvolver as competências dos alunos ao nível da compreensão
inferencial e reorganizativa.
Deste modo, todo o documento evidencia a necessidade de o professor possuir competências no
âmbito da observação, reflexão e investigação, aliadas a um forte conhecimento científico e
didático, contribuindo assim para a qualidade da sua prática e das aprendizagens dos seus alunos.
The present report is an evaluation element of Curricular Unit of Supervised Teaching Practice that integrates the Maste(s Course in Teaching in the P1 Cycle and Teaching Portuguese and in the History and Geography of Portugal in the 2nd Cycle. The major purpose of this document is to do a criticai and reflexive analysis of the educational practice developed in both teaching cycles, marked by the specifics of each one, particularly the articulation between curriculum are as. ln view of the above, along this report, theoretical, normative and legal assumptions are mobilized to justify and substantiate ali the work developed in educational contexts and to define the general terms of teaching's profile that h as been built by the teacher in training. One of the most important parts of this repartis its research dimension, in which is explained the research project developed in P1 Cycle's educational context, using the Action-Research methodology. This project was born from the observation of the studenfs difficulties in fluency and comprehension and its major goal is to take action on them, in arder to develop students' inferential and organizational comprehension skills. Therefore, this document shows the teacher's need to own observation, reflection and research skills, allied with a strong scientific and didactic knowledge that contributes to the quality of h is practice and the quality of h is students learning process.
The present report is an evaluation element of Curricular Unit of Supervised Teaching Practice that integrates the Maste(s Course in Teaching in the P1 Cycle and Teaching Portuguese and in the History and Geography of Portugal in the 2nd Cycle. The major purpose of this document is to do a criticai and reflexive analysis of the educational practice developed in both teaching cycles, marked by the specifics of each one, particularly the articulation between curriculum are as. ln view of the above, along this report, theoretical, normative and legal assumptions are mobilized to justify and substantiate ali the work developed in educational contexts and to define the general terms of teaching's profile that h as been built by the teacher in training. One of the most important parts of this repartis its research dimension, in which is explained the research project developed in P1 Cycle's educational context, using the Action-Research methodology. This project was born from the observation of the studenfs difficulties in fluency and comprehension and its major goal is to take action on them, in arder to develop students' inferential and organizational comprehension skills. Therefore, this document shows the teacher's need to own observation, reflection and research skills, allied with a strong scientific and didactic knowledge that contributes to the quality of h is practice and the quality of h is students learning process.
Description
Keywords
Prática de ensino supervisionada Reflexão crítica Dimensão investigativa Fluência Compreensão Supervised teaching practice Criticai reflection Research dimension Fluency Comprehension
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação