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O presente Relatório de Estágio foi elaborado no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada (PES), integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto. O documento apresenta uma análise reflexiva do percurso formativo desenvolvido em contexto educativo pela mestranda, articulando a caracterização dos contextos da prática, a fundamentação académica e profissional, as intervenções pedagógico-didáticas realizadas e a dimensão investigativa.
O título escolhido, “Fazer da Dúvida um Caminho: A Beleza de Encontrar Sentido nos Problemas”, traduz a forma como a mestranda compreendeu o seu percurso ao longo da PES. A dúvida, presente nos momentos de observação, planificação, intervenção e reflexão, não foi entendida como fragilidade, mas como ponto de partida para questionar a prática, procurar respostas, reajustar decisões e atribuir sentido aos desafios vividos em sala de aula.
Ao longo da PES, a mestranda teve oportunidade de contactar com diferentes realidades educativas, planificar e dinamizar aulas no 1.º e no 2.º Ciclo do Ensino Básico (CEB), colaborar em projetos da comunidade escolar e refletir criticamente sobre as decisões pedagógicas assumidas. Este percurso permitiu compreender a docência como uma profissão exigente, relacional e em permanente construção, na qual a observação, a planificação, a intervenção, a avaliação e a reflexão se articulam de forma contínua.
A dimensão investigativa, intitulada “Entre Setas e Cordas: Linguagens de Papy na Resolução de Problemas no 4.º Ano”, centrou-se na resolução de problemas matemáticos, procurando compreender o contributo das linguagens de setas e de cordas de Papy na organização do raciocínio dos alunos. A investigação, de natureza qualitativa, permitiu reconhecer a importância de partir das dificuldades observadas em contexto real para construir respostas pedagógicas mais ajustadas.
Deste modo, o relatório evidencia um percurso marcado pela dúvida, pela reflexão e pela procura de sentido nos desafios da prática educativa, contribuindo para a construção progressiva da identidade profissional docente da mestranda.
This Internship Report was developed within the scope of the Curricular Unit of Supervised Teaching Practice (STP), integrated into 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, at the School of Education of the Polytechnic Institute of Porto. The document presents a reflective analysis of the formative path developed in an educational context, articulating the characterisation of the practice contexts, the academic and professional framework, the pedagogical-didactic interventions carried out, and the research dimension. The chosen title, “Turning Doubt into a Path: The Beauty of Finding Meaning in Problems”, reflects the way in which the student teacher understood her journey throughout the STP. Doubt, present in moments of observation, planning, intervention and reflection, was not understood as a weakness, but as a starting point for questioning practice, seeking answers, readjusting decisions and attributing meaning to the challenges experienced in the classroom. Throughout the STP, the student teacher had the opportunity to engage with different educational realities, plan and teach lessons in the 1st and 2nd Cycles of Basic Education, collaborate in school community projects and critically reflect on the pedagogical decisions made. This journey made it possible to understand teaching as a demanding, relational and continuously developing profession, in which observation, planning, intervention, assessment and reflection are continuously interconnected. The research dimension, entitled “Between Arrows and Strings: Papy’s Languages in Problem Solving in the 4th Grade”, focused on mathematical problem solving, seeking to understand the contribution of Papy’s arrow and string languages to the organisation of pupils’ reasoning. The qualitative research made it possible to recognise the importance of starting from difficulties observed in a real context in order to build more appropriate pedagogical responses. Thus, the report highlights a journey marked by doubt, reflection and the search for meaning in the challenges of educational practice, contributing to the progressive construction of the student teacher’s professional teaching identity
This Internship Report was developed within the scope of the Curricular Unit of Supervised Teaching Practice (STP), integrated into 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, at the School of Education of the Polytechnic Institute of Porto. The document presents a reflective analysis of the formative path developed in an educational context, articulating the characterisation of the practice contexts, the academic and professional framework, the pedagogical-didactic interventions carried out, and the research dimension. The chosen title, “Turning Doubt into a Path: The Beauty of Finding Meaning in Problems”, reflects the way in which the student teacher understood her journey throughout the STP. Doubt, present in moments of observation, planning, intervention and reflection, was not understood as a weakness, but as a starting point for questioning practice, seeking answers, readjusting decisions and attributing meaning to the challenges experienced in the classroom. Throughout the STP, the student teacher had the opportunity to engage with different educational realities, plan and teach lessons in the 1st and 2nd Cycles of Basic Education, collaborate in school community projects and critically reflect on the pedagogical decisions made. This journey made it possible to understand teaching as a demanding, relational and continuously developing profession, in which observation, planning, intervention, assessment and reflection are continuously interconnected. The research dimension, entitled “Between Arrows and Strings: Papy’s Languages in Problem Solving in the 4th Grade”, focused on mathematical problem solving, seeking to understand the contribution of Papy’s arrow and string languages to the organisation of pupils’ reasoning. The qualitative research made it possible to recognise the importance of starting from difficulties observed in a real context in order to build more appropriate pedagogical responses. Thus, the report highlights a journey marked by doubt, reflection and the search for meaning in the challenges of educational practice, contributing to the progressive construction of the student teacher’s professional teaching identity
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Prática de ensino supervisionada Formação docente Reflexão Investigação Resolução de problemas Supervised teaching practice Teacher education Retlection Research Problem solving
Contexto Educativo
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