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Abstract(s)
O presente Relatório de Estágio surge no âmbito da Unidade Curricular Prática de Ensino Supervisionada, está integrado no segundo ano do Mestrado em Ensino do 1º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB.
Desde já, num primeiro momento, e após a clarificação sobre os objetivos do mesmo, pode verificar-se a existência de um construto teórico. Neste construto teórico evidenciam-se duas grandes dimensões, a dimensão académica e a dimensão profissional. Para além disso, são elencados alguns pressupostos que permitem também justificar a prática da mestranda, já no seu contexto. Logo em seguida, e importante para se poder avançar de forma ainda mais enquadrada, passa-se à descrição consideravelmente pormenorizada, do contexto educativo dos ciclos de ensino com os quais a mestranda teve contacto, o 1º CEB e o 2º CEB. Posteriormente, foram apresentadas intervenções da mestranda nos ciclos de ensino acima mencionados, tendo em vista a criação de aprendizagens coesas e integradas.
No que concerne à componente investigativa desenvolvida pela mestranda, esta procurou, e tendo por base um construto teórico, a promoção de conhecimentos para alunos do 5º ano sobre quirópteros, assente numa proposta interdisciplinar. De facto, a investigação passou pela robótica e pela programação que contribuíram para uma maior atribuição de significado bem como, para o desenvolvimento de uma visão integrada dos alunos, explanada no Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO).
Denote-se que durante o seu percurso a mestranda desenvolveu conhecimentos e competências que permitiram que adotasse uma postura critica. Não obstante, estes foram construídos sempre numa base informada e colaborativa, visto que sem estas dimensões não poderia levar a bom porto a sua prática, vivendo mudanças, que por mais pequenas que sejam, ajudam a construir o seu ser professor.
This Internship Report is part of the Supervised Teaching Practice Curriculum Unit and is integrated in the second year of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. First of all, after clarifying its objectives, a theoretical construct can be verified. This theoretical construct shows two major dimensions, the academic dimension and the professional dimension. In addition, some assumptions are listed that also allow justifying the practice of the master's student, already in her context. Immediately afterwards, and importantly to be able to move forward in an even more framed way, there is a detailed description of the educational context of the teaching cycles with which the student had contact, the 1st and 2nd cycles. Subsequently, the student's interventions in the above mentioned teaching cycles were presented, with a view to creating cohesive and integrated learning. Regarding the investigative component developed by the student, she sought, based on a theoretical construct, the promotion of knowledge about chiropterans for 5th grade students, based on an interdisciplinary proposal. In fact, the research involved robotics and programming, which contributed to a greater attribution of meaning, as well as to the development of an integrated vision of the students, explained in the Profile of Students Leaving Compulsory School (PASEO). It should be noted that during her studies, the student developed knowledge and skills that allowed her to adopt a critical stance. Nevertheless, these were always built based on an informed and collaborative attitude, since without these dimensions she would not be able to carry out her practice successfully, experiencing changes, however small they may be, that help to build her being a teacher.
This Internship Report is part of the Supervised Teaching Practice Curriculum Unit and is integrated in the second year of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. First of all, after clarifying its objectives, a theoretical construct can be verified. This theoretical construct shows two major dimensions, the academic dimension and the professional dimension. In addition, some assumptions are listed that also allow justifying the practice of the master's student, already in her context. Immediately afterwards, and importantly to be able to move forward in an even more framed way, there is a detailed description of the educational context of the teaching cycles with which the student had contact, the 1st and 2nd cycles. Subsequently, the student's interventions in the above mentioned teaching cycles were presented, with a view to creating cohesive and integrated learning. Regarding the investigative component developed by the student, she sought, based on a theoretical construct, the promotion of knowledge about chiropterans for 5th grade students, based on an interdisciplinary proposal. In fact, the research involved robotics and programming, which contributed to a greater attribution of meaning, as well as to the development of an integrated vision of the students, explained in the Profile of Students Leaving Compulsory School (PASEO). It should be noted that during her studies, the student developed knowledge and skills that allowed her to adopt a critical stance. Nevertheless, these were always built based on an informed and collaborative attitude, since without these dimensions she would not be able to carry out her practice successfully, experiencing changes, however small they may be, that help to build her being a teacher.
Description
Keywords
Prática de ensino supervisionada Cooperação Tecnologias de Informação e Comunicação Interdisciplinaridade Supervised teaching practice Cooperation Information and Communication Technologies Interdisciplinarity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação