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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular de Prática de Ensino
Supervisionada (PES) que se encontra inserida no plano de estudos do
Mestrado em Ensino do 1º Ciclo do Ensino Básico (CEB) e em Matemática e
Ciências Naturais no 2º CEB. Este documento, além de permitir a habilitação
para a docência nas áreas referidas, procura espelhar a ação e reflexão, sobre
a mesma, ao longo do último ano de mestrado, bem como evidenciar os
pressupostos teóricos e legais que sustentaram essa ação.
De modo a caminhar numa prática construtiva e significativa, o estudo de
caso evidenciou-se como a base do trabalho investigativo, realizado pela
mestranda, sendo imprescindível desenvolver um processo de ensino e
aprendizagem contextualizado de acordo com as necessidades e interesses dos
alunos. Salienta-se, ainda, que o ciclo de supervisão, bem como a cooperação
existente entre todos os intervenientes neste processo, contribuiu para o
crescimento pessoal e profissional da mestranda, tornando-a mais crítica em
relação às suas opções.
Os constantes momentos de reflexão, proporcionaram a aquisição de novos
conhecimentos que complementaram a sua ação, quanto à implementação de
regências, à dinamização de atividades e à realização da investigação realizada
em contexto, onde a Articulação de Saberes tornou-se o foco do estudo.
Assim, a PES, ao permitir o contacto com diferentes contextos e desafios,
levou a mestranda a constatar que a ação do professor não é estanque à sala
de aula, exigindo que este, dia após dia, cresça tendo em vista os interesses das
crianças.
This report is part of the curricular unit of Supervised Teaching Practice (STP), which is part of the study plan of the Master's Degree in Teaching 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. This document, besides to enable the teaching in the mentioned areas seeks to mirror the action and reflection on it, over the last year of the master's degree, as well as to highlight the theoretical and legal assumptions that support this action. In order to walk in a constructive and meaningful practice, the case study was evidenced as the basis of the investigative work, carried out by the master, being essential to develop a teaching and learning process contextualized according to Students needs and interests. It is also noteworthy that the supervisory cycle, as well as the cooperation between all the actors involved in this process, contributed to the personal and professional growth of the master, making her more critical in relation to her options. The constant moments of reflection provided the acquisition of new knowledge that complemented its action, regarding the implementation of regency, the dynamization of activities and the realization of the research carried out in context, where the Articulation of Knowledge became the focus of the study. Thus, the STP, by allowing contact with different contexts and challenges, led the master to verify that the action of the teacher is not watertight to the classroom, demanding that day after day it grows in view of the interests of children.
This report is part of the curricular unit of Supervised Teaching Practice (STP), which is part of the study plan of the Master's Degree in Teaching 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. This document, besides to enable the teaching in the mentioned areas seeks to mirror the action and reflection on it, over the last year of the master's degree, as well as to highlight the theoretical and legal assumptions that support this action. In order to walk in a constructive and meaningful practice, the case study was evidenced as the basis of the investigative work, carried out by the master, being essential to develop a teaching and learning process contextualized according to Students needs and interests. It is also noteworthy that the supervisory cycle, as well as the cooperation between all the actors involved in this process, contributed to the personal and professional growth of the master, making her more critical in relation to her options. The constant moments of reflection provided the acquisition of new knowledge that complemented its action, regarding the implementation of regency, the dynamization of activities and the realization of the research carried out in context, where the Articulation of Knowledge became the focus of the study. Thus, the STP, by allowing contact with different contexts and challenges, led the master to verify that the action of the teacher is not watertight to the classroom, demanding that day after day it grows in view of the interests of children.
Description
Keywords
Prática de ensino supervisionada Estudo de caso Reflexão Cooperação Desenvolvimento pessoal e profissional Supervised teaching practice Case study Reflection Cooperation Personal and professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação