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O presente Relatório de Estágio, intitulado "A criança que habita em mim", insere-se na Unidade Curricular de
Prática de Ensino Supervisionada (PES) do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação do Politécnico do Porto. O relatório reflete criticamente sobre a construção da identidade profissional docente, documentando o percurso formativo em dois contextos: uma turma de 4.º ano do 1.º CEB e turmas de 5.º ano do 2.º CEB, em Matemática e Ciências Naturais.
Destacou-se a promoção da empatia e da educação socioemocional, através de sessões inspiradas na
metodologia dinamarquesa Klassens Tid, e o acompanhamento de um aluno com medidas adicionais de suporte à aprendizagem, que suscitou reflexão sobre a escola inclusiva. Foi ainda dinamizado um projeto de
sensibilização para a biodiversidade.
A dimensão investigativa apresenta um estudo de caso qualitativo, numa turma de 4.º ano, em Estudo do Meio, sobre a relação entre água e energia. Sustentada na Teoria da Aprendizagem Significativa de Ausubel, recorreu
a questionários a 105 docentes, a um pré-teste e a uma sequência didática com um forno solar e uma maquete de distribuição de água, complementada por narrações multimodais e um grupo focal. Os resultados evidenciam que os recursos utilizados tornaram visível a interdependência entre água e energia.
Em suma, o relatório articula teoria e prática, evidenciando uma identidade docente crítica, reflexiva e
investigativa.
This Internship Report, entitled "The child that lives within me", was developed within the Curricular Unit of Supervised Teaching Practice (PES), part of the Master's Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the Escola Superior de Educação do Politécnico do Porto. The report critically reflects on the construction of the professional teaching identity, documenting the training path in two contexts: a 4th grade class in the 1st Cycle and 5th grade classes in the 2nd Cycle, in Mathematics and Natural Sciences. Particular attention was given to empathy and socio-emotional education, through sessions inspired by the Danish methodology Klassens Tid, and to supporting a pupil with additional learning support measures, prompting reflection on inclusive education. A biodiversity awareness project was also carried out. The research dimension presents a qualitative case study, with a 4th grade class, in Environmental Studies, on the relationship between water and energy. Grounded in usubel's Theory of Meaningful Learning, it drew on questionnaires applied to 105 teachers, a pre-test, and a didactic sequence using a solar oven and a water distribution model, complemented by multimodal narratives and a focus group. Results show the resources used made the water-energy interdependence visible. Overall, the report articulates theory and practice, evidencing a critical, reflective and research-oriented teaching identity.
This Internship Report, entitled "The child that lives within me", was developed within the Curricular Unit of Supervised Teaching Practice (PES), part of the Master's Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the Escola Superior de Educação do Politécnico do Porto. The report critically reflects on the construction of the professional teaching identity, documenting the training path in two contexts: a 4th grade class in the 1st Cycle and 5th grade classes in the 2nd Cycle, in Mathematics and Natural Sciences. Particular attention was given to empathy and socio-emotional education, through sessions inspired by the Danish methodology Klassens Tid, and to supporting a pupil with additional learning support measures, prompting reflection on inclusive education. A biodiversity awareness project was also carried out. The research dimension presents a qualitative case study, with a 4th grade class, in Environmental Studies, on the relationship between water and energy. Grounded in usubel's Theory of Meaningful Learning, it drew on questionnaires applied to 105 teachers, a pre-test, and a didactic sequence using a solar oven and a water distribution model, complemented by multimodal narratives and a focus group. Results show the resources used made the water-energy interdependence visible. Overall, the report articulates theory and practice, evidencing a critical, reflective and research-oriented teaching identity.
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Prática de ensino supervisionada Identidade profissional docente Empatia Inclusão Aprendizagem significativa Supervised teaching practice Professional teaching identity Empathy Inclusion Meaningful learning.
Contexto Educativo
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Licença CC
Sem licença CC