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Advisor(s)
Abstract(s)
A escola, anteriormente caraterizada pela sua função de passagem curricular sistemática, hoje afigura-se como uma comunidade de pessoas que agem, interagem, aprendem e evoluem, requerendo um perfil de professor reflexivo e indagador. Portanto, é neste contexto que o presente Relatório de Estágio, elaborado no âmbito da Unidade Curricular Prática de Ensino Supervisionada, inserida no plano de estudos do 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, pretende espelhar o percurso de desenvolvimento pessoal e de construção científico-profissional da mestranda.
Face ao referido, a reflexão a seguir realizada acerca da prática educativa suporta-se em pressupostos teóricos preponderantes no ensino e beneficia de um cariz investigativo, dois pilares fundamentais na metodologia de investigação-ação. Assim, este relatório configura-se como uma ferramenta que potencia o desenvolvimento e a avaliação da formanda na busca de um crescimento, evidenciando-se os desafios, as potencialidades que pautaram este percurso, bem como os aspetos e as competências ainda a desenvolver.
Este documento procura, também, sobretudo pela sua componente investigativa, realçar que um professor somente se constrói a partir da harmonização entre o conhecimento científico, o conhecimento científico-pedagógico e a investigação-ação. Ademais, pretende evidenciar que o sucesso no ensino e na aprendizagem da gramática passa pelas conexões entre o saber (meta)linguístico do professor e a sua constante atualização, acompanhando os recentes contributos advindos da Linguística Aplicada e Descritiva, e por uma metodologia que assente, especialmente, na reflexão (meta)linguística pelo aluno, que se revela fundamental para a compreensão leitora, pois esta envolve processos linguísticos, desde o nível do som ao nível do texto.
The school, previously characterized by its systematic curricular passage function, today appears as a community of people who act, interact, learn and evolve, requiring a reflective and inquiring teacher profile. Therefore, it is in this context that the present Internship Report, prepared within the scope of the Practical Course of Supervised Teaching, inserted in the study plan of the Masters in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, intends to reflect the course of personal development and scientific-professional construction of the master's degree. Taking into account what was mentioned, the following reflection about educational practice is supported by theoretical preponderant assumptions in teaching and benefits from an investigative nature, two fundamental pillars in the research-action methodology. Thus, this report is a tool that strengthens the evaluation of the trainee in the search for growth, evidencing the challenges, the potentialities that guided this course, as well as the aspects and skills still to be developed. This document also seeks, mainly for its research component, to emphasize that a teacher is only constructed from the harmonization between scientific knowledge, scientific-pedagogical knowledge and action research. In addition, it aims to demonstrate that success in teaching and learning of grammar involves the connections between the teacher's (meta)linguistic knowledge and its constant updating, following the recent contributions from Applied and Descriptive Linguistics and a methodology based especially on the (meta)linguistic reflection by the student, which is fundamental to the reading comprehension, since it involves linguistic processes, from the level of sound to the level of the text.
The school, previously characterized by its systematic curricular passage function, today appears as a community of people who act, interact, learn and evolve, requiring a reflective and inquiring teacher profile. Therefore, it is in this context that the present Internship Report, prepared within the scope of the Practical Course of Supervised Teaching, inserted in the study plan of the Masters in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, intends to reflect the course of personal development and scientific-professional construction of the master's degree. Taking into account what was mentioned, the following reflection about educational practice is supported by theoretical preponderant assumptions in teaching and benefits from an investigative nature, two fundamental pillars in the research-action methodology. Thus, this report is a tool that strengthens the evaluation of the trainee in the search for growth, evidencing the challenges, the potentialities that guided this course, as well as the aspects and skills still to be developed. This document also seeks, mainly for its research component, to emphasize that a teacher is only constructed from the harmonization between scientific knowledge, scientific-pedagogical knowledge and action research. In addition, it aims to demonstrate that success in teaching and learning of grammar involves the connections between the teacher's (meta)linguistic knowledge and its constant updating, following the recent contributions from Applied and Descriptive Linguistics and a methodology based especially on the (meta)linguistic reflection by the student, which is fundamental to the reading comprehension, since it involves linguistic processes, from the level of sound to the level of the text.
Description
Keywords
Prática de ensino supervisionada Conhecimento científico Conhecimento científico-pedagógico Investigação-ação Processos de ensino e de aprendizagem Supervised teaching practice Scientific knowledge Scientific-pedagogical knowledge Action-investigation Teaching and learning processes
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação