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Authors
Abstract(s)
O presente Relatório de Estágio relata as experiências e atividades desenvolvidas durante a Prática
de Ensino Supervisionada nos 1.º e 2.º CEB da professora em formação. Esta experiência teve como
objetivo aplicar teorias pedagógicas em contextos reais, desenvolvendo competências
pedagógico-didáticas. Destaca-se, assim, a importância de reconhecer competências essenciais num
professor do século XXI, uma vez que se vive num mundo em constante mudança e, por isso, é
necessário que o professor esteja em constante aprendizagem para conseguir adaptar a sua prática
educativa às necessidades dos alunos. Portanto, é enfatizada a importância da diversificação das
metodologias de ensino, de recursos didáticos e de atividades práticas que incentivem a
participação ativa dos alunos.
O Relatório também aborda a relevância da abordagem à história local como metodologia para melhor
ensinar a história nacional, promovendo uma aprendizagem contextualizada e significativa. A análise
dos resultados obtidos, incluindo a triangulação de dados entre questionários, observações diretas
e narrativas reflexivas dos alunos, demonstra o impacto positivo do ensino da história local na
formação e consolidação do sentimento de identidade e de comunidade. De uma forma geral, este
Relatório oferece uma visão crítica e reflexiva das práticas pedagógicas da mestranda ao longo da
sua formação inicial, sublinhando a relevância da formação contínua no processo educativo como um
elemento crucial para o sucesso do ensino no século XXI.
This internship report describes the experiences and activities developed during the supervised teaching practice in the 1st and 2nd cycles of basic education by the trainee teacher. This experience aimed to apply pedagogical theories in real contexts, developing pedagogical-didactic skills. Thus, it highlights the importance of recognizing essential competencies in a 21st-century teacher, as we live in a constantly changing world. Therefore, it is necessary for the teacher to be in continuous learning to adapt their educational practice to the students' needs. Consequently, the importance of diversifying teaching methodologies, didactic resources, and practical activities that encourage active student participation is emphasized. The report also addresses the relevance of local history as a toai for teaching national history content and other areas of knowledge, promoting contextualized and meaningful learning. The analysis of the results obtained, including the triangulation of data between questionnaires, direct observations, and students' reflective narratives, demonstrates the positive impact of teaching local history on the formation and consolidation of a sense of identity and community. Overall, this report offers a criticai and reflective view of the master's student's pedagogical practices throughout her initial training, emphasizing the importance of continuous training in the educational processas a crucial element for the success of teaching in the 21st century.
This internship report describes the experiences and activities developed during the supervised teaching practice in the 1st and 2nd cycles of basic education by the trainee teacher. This experience aimed to apply pedagogical theories in real contexts, developing pedagogical-didactic skills. Thus, it highlights the importance of recognizing essential competencies in a 21st-century teacher, as we live in a constantly changing world. Therefore, it is necessary for the teacher to be in continuous learning to adapt their educational practice to the students' needs. Consequently, the importance of diversifying teaching methodologies, didactic resources, and practical activities that encourage active student participation is emphasized. The report also addresses the relevance of local history as a toai for teaching national history content and other areas of knowledge, promoting contextualized and meaningful learning. The analysis of the results obtained, including the triangulation of data between questionnaires, direct observations, and students' reflective narratives, demonstrates the positive impact of teaching local history on the formation and consolidation of a sense of identity and community. Overall, this report offers a criticai and reflective view of the master's student's pedagogical practices throughout her initial training, emphasizing the importance of continuous training in the educational processas a crucial element for the success of teaching in the 21st century.
Description
Keywords
Prática de ensino supervisionada Reflexão Metodologias ativas Identidade História local Supervised Teaching Practice Reflection Active Methodologies ldentity Local History
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação