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Pequenas mentes, grandes ideias:Pensar crítica e criativamente no 1º CEB
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Abstract(s)
O presente Relatório de Estágio foi elaborado no âmbito da unidade curricular de Prática de Ensino Supervisionada do Mestrado em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2º Ciclo do Ensino Básico, constituindo um instrumento de avaliação final conducente à obtenção do grau de mestre. Reflete o percurso formativo da mestranda, desenvolvido em dois contextos educativos distintos, o 1º e o 2º CEB, evidenciando o carácter duplo e articulado deste perfil e reforçando a preparação científica e pedagógica do futuro profissional para atuar com sensibilidade, rigor e uma visão holística e integrada da aprendizagem.
Partindo de uma abordagem investigativa e construtivista, este relatório testemunha a construção progressiva de uma identidade profissional assente na observação, planificação, ação e reflexão contínuas. Articulando prática letiva e investigação-ação, a mestranda procurou responder aos desafios da escola contemporânea, promovendo experiências de aprendizagem contextualizadas, participativas e centradas no aluno. Assim, no âmbito da investigação-ação, desenvolveu o projeto “CriAtiva”, no 1º CEB, com o propósito de potenciar o desenvolvimento das referidas competências, através de um modelo pedagógico inovador que integra modelo SCAMPER, Design Thinking, Sprints Criativos, pensamento computacional e IA. Optou-se por um estudo de natureza qualitativa, iniciado com um pré-teste de recriação de contos tradicionais, seguido da implementação do modelo com base cinco Sprints Criativos: mapear ideias, desenhar soluções, selecionar propostas, prototipar narrativas e validar criações. O processo terminou com um pós-teste seguido de um sprint livre de melhorias. A recolha de dados combinou observação direta estruturada, análise documental das produções das crianças e focus group. Os resultados evidenciam a eficácia do modelo no desenvolvimento de capacidades críticas e criativas no 1º CEB. Este mestrado revelou-se exigente e enriquecedor, contribuindo de forma decisiva para a construção da profissionalidade docente da futura professora e sensibilizando-a para a implementação de práticas pedagógicas inovadoras.
This Internship Report was prepared within the scope of the curricular unit of Supervised Teaching Practice of the Master’s Degree in Teaching at the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It constitutes a final assessment instrument leading to the awarding of the master’s degree. It reflects the student teacher’s training journey, developed in two distinct educational contexts – the 1st and 2nd cycles of basic education – highlighting the dual and interconnected nature of this profile, and reinforcing the future professional’s scientific and pedagogical preparation to act with sensitivity, rigour, and a holistic, integrated vision of learning. Based on an investigative and constructivist approach, this report documents the progressive construction of a professional identity grounded in continuous observation, planning, action, and reflection. Combining teaching practice with action research, the student teacher sought to address the challenges of contemporary schooling by promoting contextualised, participatory, and student-centred learning experiences. Within the scope of the action research, the “CriAtiva” project was developed in the 1st cycle of basic education, aiming to enhance the development of the aforementioned skills through an innovative pedagogical model integrating the SCAMPER model, Design Thinking, Creative Sprints, computational thinking, and AI. A qualitative study was chosen, beginning with a pre-test involving the recreation of traditional tales, followed by the implementation of the model based on five Creative Sprints: mapping ideas, designing solutions, selecting proposals, prototyping narratives, and validating creations. The process concluded with a post-test followed by a free improvement sprint. Data collection combined structured direct observation, documentary analysis of the children’s productions, and focus groups. The results highlight the model’s effectiveness in developing critical and creative skills in the 1st cycle of basic education. This master’s degree proved to be both demanding and enriching, decisively contributing to the construction of the future teacher’s professional identity and raising her awareness of the implementation of innovative pedagogical practices.
This Internship Report was prepared within the scope of the curricular unit of Supervised Teaching Practice of the Master’s Degree in Teaching at the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It constitutes a final assessment instrument leading to the awarding of the master’s degree. It reflects the student teacher’s training journey, developed in two distinct educational contexts – the 1st and 2nd cycles of basic education – highlighting the dual and interconnected nature of this profile, and reinforcing the future professional’s scientific and pedagogical preparation to act with sensitivity, rigour, and a holistic, integrated vision of learning. Based on an investigative and constructivist approach, this report documents the progressive construction of a professional identity grounded in continuous observation, planning, action, and reflection. Combining teaching practice with action research, the student teacher sought to address the challenges of contemporary schooling by promoting contextualised, participatory, and student-centred learning experiences. Within the scope of the action research, the “CriAtiva” project was developed in the 1st cycle of basic education, aiming to enhance the development of the aforementioned skills through an innovative pedagogical model integrating the SCAMPER model, Design Thinking, Creative Sprints, computational thinking, and AI. A qualitative study was chosen, beginning with a pre-test involving the recreation of traditional tales, followed by the implementation of the model based on five Creative Sprints: mapping ideas, designing solutions, selecting proposals, prototyping narratives, and validating creations. The process concluded with a post-test followed by a free improvement sprint. Data collection combined structured direct observation, documentary analysis of the children’s productions, and focus groups. The results highlight the model’s effectiveness in developing critical and creative skills in the 1st cycle of basic education. This master’s degree proved to be both demanding and enriching, decisively contributing to the construction of the future teacher’s professional identity and raising her awareness of the implementation of innovative pedagogical practices.
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Keywords
Prática de ensino supervisionada Investigação-ação Inovação pedagógica Aprendizagem ativa Formação docente Supervised teaching practice Action research Pedagogical Innovation Active learning Teacher training
Pedagogical Context
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Without CC licence