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Aprender a ser farol: o percurso formativo de quem aprende a iluminar caminhos sem traçar destinos
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O presente Relatório de Estágio (RE) foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), integrada no plano de estudos do Mestrado em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2º Ciclo do Ensino Básico. Este documento assume-se como elemento central na avaliação final do ciclo de estudos, traduzindo o percurso formativo da mestranda ao longo do estágio em dois contextos escolares pertencentes ao mesmo agrupamento.
Sustentado num modelo de formação que privilegia a articulação entre a teoria e a prática, o RE apresenta uma análise crítica e fundamentada das práticas educativas desenvolvidas, refletindo os processos de observação, planificação, intervenção e reflexão que marcaram a trajetória profissional da mestranda. O contacto direto com turmas do 4º e 6º ano permitiu a conceção e aplicação de estratégias de ensino adaptadas às necessidades e características dos alunos, promovendo aprendizagens ativas, significativas e contextualizadas.
Para além da dimensão prática, o RE contempla uma componente investigativa centrada nas conceções e perceções dos professores do 1º ciclo do ensino básico relativamente ao Trabalho Experimental. Através desta investigação, procurou-se compreender as razões subjacentes à escassa implementação deste tipo de abordagem pedagógica, bem como os obstáculos, constrangimentos e representações que influenciam a prática docente nesta área. Os resultados obtidos revelam uma complexidade de fatores que afetam a integração efetiva do trabalho experimental nas rotinas escolares, oferecendo pistas para uma formação docente mais ajustada e consciente dos desafios concretos da profissão.
Este RE constitui, assim, um reflexo do crescimento pessoal e profissional da mestranda, bem como do seu compromisso com um ensino crítico, reflexivo e transformador. A metáfora do farol atravessa simbolicamente todo o documento, representando o caminho iluminado pela experiência e pela reflexão, antecipando o desejo de vir a ser, no futuro, uma presença orientadora para os alunos e para a comunidade educativa.
This Internship Report (IR) was developed within the Supervised Teaching Practice (STP) curricular unit (CU), integrated into the study plan of the Master's Degree in Teaching for the 1st Cycle of Basic Education and Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. This document serves as a central element in the final assessment of the study cycle, reflecting the trainee's educational journey throughout the internship in two school contexts within the same educational cluster. Based on a training model that emphasises the articulation between theory and practice, the report presents a critical and well-supported analysis of the educational practices developed, highlighting the processes of observation, planning, intervention, and reflection that shaped the trainee’s professional path. Direct interaction with 4th and 6th-year classes enabled the design and implementation of teaching strategies tailored to the students’ needs and characteristics, fostering active, meaningful, and contextualised learning experiences. Beyond the practical dimension, the IR includes a research component focused on the conceptions and perceptions of 1st cycle primary school teachers regarding experimental work. This study sought to understand the underlying reasons for the limited implementation of this pedagogical approach, as well as the obstacles, constraints, and representations influencing teaching practices in this area. The results reveal a complexity of factors affecting the effective integration of experimental work into school routines, providing insights for a more adapted and conscious teacher training. Thus, this IR represents the trainee’s personal and professional growth, as well as their commitment to a critical, reflective, and transformative approach to teaching. The metaphor of the lighthouse symbolically permeates the entire document, representing a path illuminated by experience and reflection, while anticipating the aspiration to become, in the future, a guiding presence for students and the educational community.
This Internship Report (IR) was developed within the Supervised Teaching Practice (STP) curricular unit (CU), integrated into the study plan of the Master's Degree in Teaching for the 1st Cycle of Basic Education and Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. This document serves as a central element in the final assessment of the study cycle, reflecting the trainee's educational journey throughout the internship in two school contexts within the same educational cluster. Based on a training model that emphasises the articulation between theory and practice, the report presents a critical and well-supported analysis of the educational practices developed, highlighting the processes of observation, planning, intervention, and reflection that shaped the trainee’s professional path. Direct interaction with 4th and 6th-year classes enabled the design and implementation of teaching strategies tailored to the students’ needs and characteristics, fostering active, meaningful, and contextualised learning experiences. Beyond the practical dimension, the IR includes a research component focused on the conceptions and perceptions of 1st cycle primary school teachers regarding experimental work. This study sought to understand the underlying reasons for the limited implementation of this pedagogical approach, as well as the obstacles, constraints, and representations influencing teaching practices in this area. The results reveal a complexity of factors affecting the effective integration of experimental work into school routines, providing insights for a more adapted and conscious teacher training. Thus, this IR represents the trainee’s personal and professional growth, as well as their commitment to a critical, reflective, and transformative approach to teaching. The metaphor of the lighthouse symbolically permeates the entire document, representing a path illuminated by experience and reflection, while anticipating the aspiration to become, in the future, a guiding presence for students and the educational community.
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Prática de ensino supervisionada Formação docente Práticas educativas Ensino experimental Investigação Supervised teaching practice Teacher training Educational practices Experimental teaching Research
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Without CC licence