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Abstract(s)
O presente Relatório de Estágio (RE) construído no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), inserida no plano de estudos do Mestrado em Ensino do 1.o Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.o Ciclo do Ensino Básico. Este documento tem como objetivo expor as atividades realizadas pela estudante do mestrado nos ambientes educativos onde ocorreu a Prática de Ensino Supervisionada.
Este documento é indispensável para a obtenção do grau de Mestre e subsequente ingresso profissional, visando explorar um trajeto formativo e de desenvolvimento pessoal. Durante esse percurso, houve uma construção contínua de conhecimentos e práticas, guiada pelas expectativas e descobertas relacionadas com a prática docente. Esse processo envolveu a mobilização e integração de saberes científicos, didáticos e pedagógicos.
Ao longo do percurso, a mestranda adotou de forma implícita uma abordagem crítica, criativa, reflexiva, mediadora e investigadora. Assim, a análise e interpretação de referências teóricas (didáticas, metodológicas e científicas das áreas curriculares) e legais foram cruciais para a prática educativa e uma reflexão construtiva, exigente e fundamentada. Além disso, a profunda intervenção nas turmas de 1.o e 6.o anos de escolaridade proporcionou o planeamento e execução de situações de aprendizagens significativas.
A componente investigativa foi progressivamente aprimorada durante o período de estágio, com especial ênfase no 1.o Ciclo do Ensino Básico. Essa abordagem surgiu de forma natural, alinhando-se com as práticas pedagógicas promovidas pela professora cooperante em sala de aula, as quais se fundamentaram na utilização de recursos estruturados para auxiliar a aprendizagem na matemática.
This Internship Report (RE) constructed within the scope of the Supervised Teaching Practice (PES) curricular unit, included in the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education . This document aims to expose the activities carried out by the master's student in the educational environments where the Supervised Teaching Practice took place. This document is essential for obtaining a Master's degree and subsequent professional entry, aiming to explore a training and personal development path. During this journey, there was a continuous construction of knowledge and practices, guided by expectations and discoveries related to teaching practice. This process involved the mobilization and integration of scientific, didactic and pedagogical knowledge. Along the way, the master's student implicitly adopted a critical, creative, reflective, mediating and investigative approach. Thus, the analysis and interpretation of theoretical (didactic, methodological and scientific aspects of the curricular areas) and legal references were crucial for educational practice and constructive, demanding and well-founded reflection. Furthermore, the in-depth intervention in the 1st and 6th year classes provided the planning and execution of significant learning situations. The investigative component was progressively improved during the internship period, with special emphasis on the 1st Cycle of Basic Education. This approach emerged naturally, aligning with the pedagogical practices promoted by the cooperating teacher in the classroom, which were based on the use of structured resources to assist learning in mathematics.
This Internship Report (RE) constructed within the scope of the Supervised Teaching Practice (PES) curricular unit, included in the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education . This document aims to expose the activities carried out by the master's student in the educational environments where the Supervised Teaching Practice took place. This document is essential for obtaining a Master's degree and subsequent professional entry, aiming to explore a training and personal development path. During this journey, there was a continuous construction of knowledge and practices, guided by expectations and discoveries related to teaching practice. This process involved the mobilization and integration of scientific, didactic and pedagogical knowledge. Along the way, the master's student implicitly adopted a critical, creative, reflective, mediating and investigative approach. Thus, the analysis and interpretation of theoretical (didactic, methodological and scientific aspects of the curricular areas) and legal references were crucial for educational practice and constructive, demanding and well-founded reflection. Furthermore, the in-depth intervention in the 1st and 6th year classes provided the planning and execution of significant learning situations. The investigative component was progressively improved during the internship period, with special emphasis on the 1st Cycle of Basic Education. This approach emerged naturally, aligning with the pedagogical practices promoted by the cooperating teacher in the classroom, which were based on the use of structured resources to assist learning in mathematics.
Description
Keywords
Educação Aprendizagem Formação Education Learning Training
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação