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Rumo ao horizonte da Educação: uma viagem transformadora
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| 11.88 MB | Adobe PDF |
Abstract(s)
Este relatório resulta da Unidade Curricular de Prática de Ensino Supervisionada, parte fundamental 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. O objetivo central deste documento é apresentar uma análise detalhada do percurso pedagógico da mestranda durante a sua prática pedagógica, enfatizando tanto os aspetos teóricos e legais que orientaram sua prática quanto as competências científicas, pedagógicas e didáticas aplicadas.
A elaboração deste relatório evidencia como a formação académica da mestranda foi crucial para fundamentar e direcionar a sua atuação pedagógica. A formação teórica proporcionou uma base sólida para a aplicação de abordagens construtivistas, permitindo à mestranda implementar estratégias que não apenas refletiram o seu entendimento dos princípios educacionais, mas também se ajustaram às necessidades e contextos específicos das turmas com as quais trabalhou. A formação académica também foi fundamental para a criação de práticas de ensino que visavam uma melhoria contínua das aprendizagens dos alunos.
A Prática de Ensino Supervisionada permitiu à mestranda experimentar e adaptar diferentes metodologias pedagógicas e recursos didáticos em dois ciclos distintos de ensino: o 1.º e o 2.º Ciclo do Ensino Básico. Esta experiência diversificada foi enriquecedora, pois possibilitou a aplicação prática de conhecimentos teóricos e a personalização das estratégias pedagógicas de acordo com as características e necessidades das turmas. A interação com alunos de diferentes idades e contextos ofereceu uma visão ampla dos desafios e oportunidades presentes em cada ciclo de ensino.
Além da prática pedagógica, o relatório incorpora uma componente investigativa significativa. Esta inclui um estudo empírico que avalia a eficácia das estratégias de ensino implementadas, analisando os erros cometidos pelos alunos na resolução de problemas com base na categorização proposta por Newman (1983). A análise detalhada desses erros permite compreender melhor as dificuldades enfrentadas pelos alunos e ajustar as abordagens pedagógicas para melhorar o processo de ensino-aprendizagem.
O relatório não apenas documenta as experiências e os desafios encontrados durante a prática educativa supervisionada, mas também reflete sobre o impacto da prática pedagógica na formação profissional da mestranda. A Prática de Ensino Supervisionada é descrita como o ponto de partida para um percurso contínuo de desenvolvimento profissional, destacando a importância de práticas reflexivas e investigativas na formação do professor. A mestranda é incentivada a utilizar as experiências adquiridas para aprimorar a sua prática docente e contribuir para a formação integral dos alunos.
This internship report stems from the Supervised Teaching Practice (Projeto Educativo (PE)S) component of the master’s program in 1st Cycle of Basic Education Teaching and Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. The primary aim of this document is to provide an in-depth analysis of the student’s pedagogical journey during the internship, highlighting the theoretical and legal frameworks that guided her practice and the scientific, pedagogical, and didactic skills applied. The preparation of this report demonstrates the critical role of the student's academic training in shaping and guiding her pedagogical interventions. The theoretical grounding provided a robust framework for implementing constructivist approaches, enabling the student to apply strategies that were not only informed by educational principles but also tailored to the specific needs and contexts of the classes she engaged with. This academic preparation was essential for developing teaching practices aimed at continually enhancing student learning outcomes. During the Supervised Teaching Practice, the student engaged with both the 1st and 2nd Cycles of Basic Education. This diverse exposure allowed her to implement and adapt various pedagogical methodologies and didactic resources according to the distinct needs of her students and educational contexts. The experience of working with different age groups and educational stages provided valuable insights into the challenges and opportunities within each cycle of education. In addition to the pedagogical practice, the report includes a significant investigative component. This part of the report presents an empirical study that evaluates the effectiveness of the teaching strategies employed, analyzing student errors in problem-solving according to Newman’s (1983) error categorization. This detailed analysis helps to better understand the challenges faced by students and to refine pedagogical approaches to enhance the teaching and learning process. The report not only documents the experiences and challenges encountered during the internship but also reflects on the impact of the pedagogical practice on the student’s professional development. The internship is portrayed as a starting point for ongoing professional growth, underscoring the importance of reflective and investigative practices in the teacher’s formation. The student is encouraged to leverage the insights gained to further refine her teaching practice and contribute to the holistic development of her students.
This internship report stems from the Supervised Teaching Practice (Projeto Educativo (PE)S) component of the master’s program in 1st Cycle of Basic Education Teaching and Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. The primary aim of this document is to provide an in-depth analysis of the student’s pedagogical journey during the internship, highlighting the theoretical and legal frameworks that guided her practice and the scientific, pedagogical, and didactic skills applied. The preparation of this report demonstrates the critical role of the student's academic training in shaping and guiding her pedagogical interventions. The theoretical grounding provided a robust framework for implementing constructivist approaches, enabling the student to apply strategies that were not only informed by educational principles but also tailored to the specific needs and contexts of the classes she engaged with. This academic preparation was essential for developing teaching practices aimed at continually enhancing student learning outcomes. During the Supervised Teaching Practice, the student engaged with both the 1st and 2nd Cycles of Basic Education. This diverse exposure allowed her to implement and adapt various pedagogical methodologies and didactic resources according to the distinct needs of her students and educational contexts. The experience of working with different age groups and educational stages provided valuable insights into the challenges and opportunities within each cycle of education. In addition to the pedagogical practice, the report includes a significant investigative component. This part of the report presents an empirical study that evaluates the effectiveness of the teaching strategies employed, analyzing student errors in problem-solving according to Newman’s (1983) error categorization. This detailed analysis helps to better understand the challenges faced by students and to refine pedagogical approaches to enhance the teaching and learning process. The report not only documents the experiences and challenges encountered during the internship but also reflects on the impact of the pedagogical practice on the student’s professional development. The internship is portrayed as a starting point for ongoing professional growth, underscoring the importance of reflective and investigative practices in the teacher’s formation. The student is encouraged to leverage the insights gained to further refine her teaching practice and contribute to the holistic development of her students.
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Keywords
Prática de ensino supervisionada Prática reflexiva Estratégias pedagógicas Aprendizagem significativa Fontes históricas Supervised teaching practice Reflective practice Pedagogical strategies Meaningful learning Historical sources
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CC License
Without CC licence