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O presente Relatório de Estágio (RE), intitulado “Entre o que Sou e o que Aprendi a Ser”, foi realizado no contexto da Unidade Curricular de Prática de Ensino Supervisionada (PES), incorporada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, mais propriamente, no 2.º ano. Este relatório apresenta, de forma sintética, a trajetória formativa da mestranda, ao longo do ano letivo 2025/2026, sendo um requisito obrigatório para a obtenção do grau de Mestre.
Este documento descreve o percurso formativo em dois contextos educativos, mais propriamente, numa turma do 4.º ano do 1.º CEB e numa turma do 5.º ano do 2.º CEB, nas áreas curriculares de Ciências Naturais e Matemática. A prática pedagógica da mestranda integrou diversas fases, nomeadamente, a observação, a planificação, a intervenção, a avaliação e a reflexão, assentando-se em referenciais teóricos, legais e didáticos, promovendo o desenvolvimento pessoal e profissional.
O RE apresenta, ainda, uma vertente investigativa, num formato de artigo científico, que destaca o papel do currículo com enfoque CST/CTSA, articulado com a mediação do professor, no desenvolvimento de conhecimentos, competências e atitudes dos alunos. A investigação, intitulada “Contributos de um Currículo com Enfoque CTSA no Desenvolvimento de Conhecimentos, Competências e Atitudes: O Pensamento Crítico e o Posicionamento face à Ciência”, foi desenvolvida, numa turma do 5.º ano de escolaridade, de forma contínua, integrando um conjunto de intervenções pedagógicas.
Deste modo, este RE, mais do que um requisito académico, é um espelho do percurso profissional e pessoal da mestranda, ao longo da sua formação docente, constituindo-se como um espaço de reflexão crítica sobre a vivências, desafios ultrapassados e conhecimentos construídos. Assim, o término deste caminho formativo não representa o fechar de uma porta, mas sim a abertura de novos horizontes e novas oportunidades de crescimento.
This Internship Report (IR), titled “Between Who I Am and Who I Learned to Be,” was produced within the scope of the Supervised Teaching Practice (PES) course unit, part of the Master’s program in Teaching (1st Cycle of Basic Education and Mathematics/Natural Sciences for the 2nd Cycle of Basic Education)—specifically during the second year of the program. This report provides a concise overview of the master's student's professional development journey throughout the 2025/2026 academic year and serves as a mandatory requirement for obtaining the Master's degree. The document describes the training experience across two educational settings: a 4th-grade class (1st Cycle of Basic Education) and a 5th-grade class (2nd Cycle of Basic Education), focusing on the curricular areas of Natural Sciences and Mathematics. The student's pedagogical practice encompassed several stages—namely observation, planning, intervention, assessment, and reflection—grounded in theoretical, legal, and didactic frameworks, thereby fostering personal and professional growth. The IR also includes a research component, presented as a scientific article, which highlights the role of a curriculum with an STS/STSE (Science-Technology-Society-Environment) focus—integrated with teacher mediation—in developing students' knowledge, skills, and attitudes. The research, titled “Contributions of an STSE-Focused Curriculum to the Development of Knowledge, Skills, and Attitudes: Critical Thinking and Stance towards Science,” was conducted continuously with a 5th-grade class, incorporating a series of pedagogical interventions. Thus, this IR is more than just an academic requirement; it reflects the master's student's professional and personal journey throughout her teacher training, serving as a space for critical reflection on her experiences, the challenges she overcame, and the knowledge she acquired. Thus, the completion of this educational journey does not represent the closing of a door, but rather the opening of new horizons and new opportunities for grow
This Internship Report (IR), titled “Between Who I Am and Who I Learned to Be,” was produced within the scope of the Supervised Teaching Practice (PES) course unit, part of the Master’s program in Teaching (1st Cycle of Basic Education and Mathematics/Natural Sciences for the 2nd Cycle of Basic Education)—specifically during the second year of the program. This report provides a concise overview of the master's student's professional development journey throughout the 2025/2026 academic year and serves as a mandatory requirement for obtaining the Master's degree. The document describes the training experience across two educational settings: a 4th-grade class (1st Cycle of Basic Education) and a 5th-grade class (2nd Cycle of Basic Education), focusing on the curricular areas of Natural Sciences and Mathematics. The student's pedagogical practice encompassed several stages—namely observation, planning, intervention, assessment, and reflection—grounded in theoretical, legal, and didactic frameworks, thereby fostering personal and professional growth. The IR also includes a research component, presented as a scientific article, which highlights the role of a curriculum with an STS/STSE (Science-Technology-Society-Environment) focus—integrated with teacher mediation—in developing students' knowledge, skills, and attitudes. The research, titled “Contributions of an STSE-Focused Curriculum to the Development of Knowledge, Skills, and Attitudes: Critical Thinking and Stance towards Science,” was conducted continuously with a 5th-grade class, incorporating a series of pedagogical interventions. Thus, this IR is more than just an academic requirement; it reflects the master's student's professional and personal journey throughout her teacher training, serving as a space for critical reflection on her experiences, the challenges she overcame, and the knowledge she acquired. Thus, the completion of this educational journey does not represent the closing of a door, but rather the opening of new horizons and new opportunities for grow
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Prática de ensino supervisionada Abordagem CTS Investigação Desenvolvimento de competências Supervised teaching practice STS Approach Research Skills development
Contexto Educativo
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Sem licença CC