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Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio (RE) ocorre no âmbito da Unidade Curricular (UC) de
Prática de Ensino Supervisionada (PES), presente no Mestrado em Ensino do 1.
o Ciclo do
Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.
o CEB, pela Escola Superior
de Educação do Instituto Politécnico do Porto. O documento em causa, para além de ser
imprescindível à obtenção do grau de mestre, concede a habilitação à docência nas áreas
referidas.
O documento apresentado resulta de um processo reflexivo de nove meses marcados por
momentos de observação, cooperação, planificação, implementação, reflexão e
investigação nos dois ciclos em causa. É pretendido revelar o percurso formativo e
crescimento pessoal, que fica marcado pela construção da identidade profissional e
mobilização dos pressupostos teóricos que foram aprendidos na formação base, de forma
a permitir uma ação pedagógica contextualizada, fundamentada num enquadramento
didático e pedagógico firme e evidente.
A jornada da PES foi encarada como um desafio marcante na vida do mestrando. Este
percurso permite o início da criação do perfil de docência, através das regências
lecionadas, do trabalho colaborativo e das relações criadas. As regências lecionadas
tiveram como alicerce o quotidiano e gostos das crianças, de forma a enquadrar o
conteúdo abstrato na realidade das mesmas.
A dimensão investigativa apresentada neste RE, foi desenvolvida para estudar e
reconhecer as estratégias de cálculo mental nas quatro operações aritméticas básicas
numa turma de 5.o ano.
This internship report (RE) is part of the Supervised Teaching Practice (PES) course, within the Master's Degree in Teaching for the 1st cycle of Basic Education (CEB) and Mathematics and Natural Sciences for the 2nd cycle of CEB, at the School of Education of the Polytechnic Institute of Porto. In addition to being essential for obtaining a master's degree, this document grants qualification for teaching in the mentioned areas. The presented document is the result of a reflective process of nine months marked by moments of observation, cooperation, planning, implementation, reflection, and research in the two cycles involved. This document aims to reveal the formative journey and personal growth, characterized by the construction of professional identity and the mobilization of theoretical assumptions learned in the foundational training. This allows for a contextualized pedagogical action, based on a solid and evident didactic and pedagogical framework. The PES journey was seen as a significant challenge in the student's life. This path allows for the beginning of the creation of a teaching profile, through teaching practice, collaborative work, and the relationships formed. The teaching practice was grounded in the daily lives and interests of the children, in order to contextualize abstract content within their reality. The research dimension presented in this RE was developed to study and recognize mental calculation strategies in the four basic arithmetic operations in a 5th-grade class
This internship report (RE) is part of the Supervised Teaching Practice (PES) course, within the Master's Degree in Teaching for the 1st cycle of Basic Education (CEB) and Mathematics and Natural Sciences for the 2nd cycle of CEB, at the School of Education of the Polytechnic Institute of Porto. In addition to being essential for obtaining a master's degree, this document grants qualification for teaching in the mentioned areas. The presented document is the result of a reflective process of nine months marked by moments of observation, cooperation, planning, implementation, reflection, and research in the two cycles involved. This document aims to reveal the formative journey and personal growth, characterized by the construction of professional identity and the mobilization of theoretical assumptions learned in the foundational training. This allows for a contextualized pedagogical action, based on a solid and evident didactic and pedagogical framework. The PES journey was seen as a significant challenge in the student's life. This path allows for the beginning of the creation of a teaching profile, through teaching practice, collaborative work, and the relationships formed. The teaching practice was grounded in the daily lives and interests of the children, in order to contextualize abstract content within their reality. The research dimension presented in this RE was developed to study and recognize mental calculation strategies in the four basic arithmetic operations in a 5th-grade class
Description
Keywords
Prática de ensino supervisionada Reflexão Estratégias de cálculo mental Desenvolvimento pessoal e profissional Supervised teaching practice Reflection Mental calculation strategies Personal and professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação