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O presente Relatório de Estágio (RE), intitulado Educar com Amor para Aprender com Sentido, enquadra-se na Unidade Curricular de Prática de Ensino Supervisionada (PES), integrada 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 constitui um requisito indispensável para a obtenção do grau de Mestre, assumindo-se como uma síntese reflexiva do percurso formativo e profissional desenvolvido pela mestranda ao longo do ano letivo de 2025/2026.
Aclara-se que a PES decorreu em dois contextos educativos distintos, nomeadamente numa turma do 3.º ano do 1.º Ciclo do Ensino Básico e numa turma de 5.º ano do 2.º Ciclo do Ensino Básico. A intervenção pedagógica desenvolveu-se segundo uma lógica cíclica de observação, planificação, intervenção, avaliação e reflexão, permitindo à mestranda ajustar as suas práticas às características dos contextos e às necessidades dos alunos.
Urge salientar que a construção de ambientes de aprendizagem significativos e inclusivos foi orientada por princípios de empatia e respeito, assumindo o amor na educação como elemento estruturante da ação docente. Esta perspetiva traduziu-se na valorização da relação pedagógica, na escuta ativa dos alunos e na criação de condições favoráveis à participação, entendendo a aprendizagem como um processo que se constrói com sentido e intencionalidade.
Deste modo, o presente RE integra uma dimensão investigativa desenvolvida no decurso da PES, no 5.º ano de escolaridade, centrada na análise da participação dos alunos nas aulas de Matemática numa turma com dificuldades acentuadas nesta área, utilizando a estratégia Gallery Walk, fundamentada em referentes teóricos.
Em suma, este RE reflete a consolidação de aprendizagens, valores éticos e competências pedagógicas que sustentam a construção de uma identidade docente
This Internship Report (IR), entitled Educating with Love to Learn with Meating, is developed within the curricular unit of Supervised Teaching Practice (STP), which is part of the study plan of the Master’s Degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document constitutes an indispensable requirement for obtaining the Master’s Degree, presenting itself as a reflective synthesis of the formative and professional pathway undertaken by the student teacher throughout the 2025/2026 academic year. It is clarified that the STP took place in two distinct educational contexts, namely in a 3rd grade class of the 1st Cycle of Basic Education and in a 5th grade class of the 2nd Cycle of Basic Education. The pedagogical intervention was developed according to a cyclical process of observation, planning, intervention, assessment and reflection, enabling the student teacher to adapt her practices to the characteristics of the contexts and to the needs of the pupils. It is important to highlight that the construction of meaningful and inclusive learning environments was guided by principles of empathy and respect, with love in education assumed as a structuring element of the teaching practice. This perspective was reflected in the valuing of the pedagogical relationship, active listening to pupils and the creation of conditions that foster participation, understanding learning as a process built with meaning and intentionality. Thus, this IR integrates a research dimension developed during the STP, in the 5th grade of schooling, focused on the analysis of pupils’ participation in Mathematics lessons in a class with significant difficulties in this subject, through the use of the Gallery Walk strategy, grounded in theoretical frameworks. In summary, this IR reflects the consolidation of learning, ethical values and pedagogical competences that support the construction of a professional teaching identi
This Internship Report (IR), entitled Educating with Love to Learn with Meating, is developed within the curricular unit of Supervised Teaching Practice (STP), which is part of the study plan of the Master’s Degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document constitutes an indispensable requirement for obtaining the Master’s Degree, presenting itself as a reflective synthesis of the formative and professional pathway undertaken by the student teacher throughout the 2025/2026 academic year. It is clarified that the STP took place in two distinct educational contexts, namely in a 3rd grade class of the 1st Cycle of Basic Education and in a 5th grade class of the 2nd Cycle of Basic Education. The pedagogical intervention was developed according to a cyclical process of observation, planning, intervention, assessment and reflection, enabling the student teacher to adapt her practices to the characteristics of the contexts and to the needs of the pupils. It is important to highlight that the construction of meaningful and inclusive learning environments was guided by principles of empathy and respect, with love in education assumed as a structuring element of the teaching practice. This perspective was reflected in the valuing of the pedagogical relationship, active listening to pupils and the creation of conditions that foster participation, understanding learning as a process built with meaning and intentionality. Thus, this IR integrates a research dimension developed during the STP, in the 5th grade of schooling, focused on the analysis of pupils’ participation in Mathematics lessons in a class with significant difficulties in this subject, through the use of the Gallery Walk strategy, grounded in theoretical frameworks. In summary, this IR reflects the consolidation of learning, ethical values and pedagogical competences that support the construction of a professional teaching identi
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Instituto Politécnico do Porto. Escola Superior de Educação
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