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Abstract(s)
O presente Relatório de Estágio (RE) foi desenvolvido no âmbito da Unidade Curricular (UC) de
Prática de Ensino Supervisionada (PES), contemplada no plano de estudos do Mestrado em
Ensino do 1º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB. O curso
apresentado permite a habilitação para a docência, sendo a sua conclusão marcada pela defesa
do documento desenvolvido.
Ao longo do REencontra-se explanado o percurso da mestranda, nomeadamente o contributo da
formação inicial para o iniciar do traçar do perfil docente. As práticas pedagógicas adotadas
refletem a sua sustentação nos diversos pressupostos teóricos apresentados, destacando
dimensões fundamentais para o professor se desenvolver como um profissional em constante
evolução. Durante a PES, o contacto com turmas de diferentes contextos permitiu compreender
a pertinência de uma prática que se adapte a todos os alunos, considerando-os agentes ativos na
construção de conhecimento, sem negligenciar as particularidades de cada um e fomentando o
desenvolvimento das suas potencialidades máximas. Não descurando a importância de
proporcionar processos de ensino e de aprendizagem onde os professores partilhem as decisões
adotadas. Nesta perspetiva salienta-se a importância de uma postura reflexiva, onde se
desenvolva um trabalho colaborativo com análise das práticas desenvolvidas, de modo a
enriquecer e adequar a cada contexto.
O desenvolvimento da componente investigativa decorreu numa turma de 2º CEB, tendo como
principal intuito compreender a capacidade de os alunos mobilizarem os conhecimentos
matemáticos adquiridos em contexto de sala de aula para um contexto real. No decurso da
investigação, a mestranda desenvolveu um artigo científico que fomentou os conhecimentos
teóricos em articulação com as práticas desenvolvidas.
Findada a etapa da formação inicial, a mestranda considera que todos os conhecimentos teóricos
e práticos desenvolvidos permitiram iniciar o traçar do seu perfil docente, perspetivando que
como futura professora promova o crescimento dos seus alunos como cidadãos informados que
atuam de forma responsável.
This lnternship Report (ER) was developed as part of the Supervised Teaching Practice (STP) Curricular Unit (CU), included in the study plan for the Master's Degree in Teaching in the 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in the 2nd CEB. The course presented allows you to qualify to teach, and its conclusion is marked by the defense of the document developed. Throughout the SR, the master's student's journey is explained, namely the contribution of her initial training to the beginning of her teacher profile. The teaching practices adopted reflect their support in the various theoretical assumptions presented, highlighting fundamental dimensions for teachers to develop as professionals in constant evolution. During PES, contact with classes from different contexts ma de it possible to understand the relevance of a practice that adapts to ali students, considering them active agents in the construction of knowledge, without neglecting the particularities of each one and encouraging the development of their maximum potential. Not forgetting the importance of providing teaching and learning processes where teachers share the decisions they make. From this perspective, the importance of a reflective stance is highlighted, where collaborative work is developed with an analysis of the practices developed, in arder to enrich and adapt to each context. The research component took place in a 2nd CBE, with the main aim of understanding the students' ability to mobilize the mathematical knowledge acquired in the classroom into a real context. ln the course of the research, the master's student developed a scientific article that promoted theoretical knowledge in conjunction with the practices developed. At the end of the initial training stage, the master's student believes that ali the theoretical and practical knowledge she h as developed h as enabled her to start drawing up her teaching profile, with the prospect that as a future teacher she will pro mote the growth of her students as informed citizens who act responsibly.
This lnternship Report (ER) was developed as part of the Supervised Teaching Practice (STP) Curricular Unit (CU), included in the study plan for the Master's Degree in Teaching in the 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in the 2nd CEB. The course presented allows you to qualify to teach, and its conclusion is marked by the defense of the document developed. Throughout the SR, the master's student's journey is explained, namely the contribution of her initial training to the beginning of her teacher profile. The teaching practices adopted reflect their support in the various theoretical assumptions presented, highlighting fundamental dimensions for teachers to develop as professionals in constant evolution. During PES, contact with classes from different contexts ma de it possible to understand the relevance of a practice that adapts to ali students, considering them active agents in the construction of knowledge, without neglecting the particularities of each one and encouraging the development of their maximum potential. Not forgetting the importance of providing teaching and learning processes where teachers share the decisions they make. From this perspective, the importance of a reflective stance is highlighted, where collaborative work is developed with an analysis of the practices developed, in arder to enrich and adapt to each context. The research component took place in a 2nd CBE, with the main aim of understanding the students' ability to mobilize the mathematical knowledge acquired in the classroom into a real context. ln the course of the research, the master's student developed a scientific article that promoted theoretical knowledge in conjunction with the practices developed. At the end of the initial training stage, the master's student believes that ali the theoretical and practical knowledge she h as developed h as enabled her to start drawing up her teaching profile, with the prospect that as a future teacher she will pro mote the growth of her students as informed citizens who act responsibly.
Description
Keywords
Prática pedagógica Perfil docente Trabalho colaborativo Reflexão Responsabilidade Pedagogical practice Teacher profile Collaborative work Reflection Responsability
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação